Relevant bibliographies by topics / Video game training

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Video game training'

Author: Grafiati
Published: 4 June 2021
Last updated: 15 February 2022

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Journal articles on the topic "Video game training"

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Ruiz-Manrique, Gonzalo, Kazuhiro Tajima-Pozo, and Francisco Montañes-Rada. "Case Report: "ADHD Trainer": the mobile application that enhances cognitive skills in ADHD patients." F1000Research 3 (November 18, 2014): 283. http://dx.doi.org/10.12688/f1000research.5689.1.

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We report the case of a 10 year old patient diagnosed with attention deficit hyperactivity disorder (ADHD) and comorbid video game addiction, who was treated with medication combined to a novel cognitive training method based on video games called TCT method. A great risk of developing video game or internet addiction has been reported in children, especially in children with ADHD. Despite this risk, we hypothesize that the good use of these new technologies might be useful to develop new methods of cognitive training. The cognitive areas in which a greater improvement was observed through the use of video games were the visuospatial working memory and fine motor skills. TCT method is a cognitive training method that enhances cognitive skills such as attention, working memory, processing speed, calculation ability, reasoning, and visuomotor coordination. The purpose of reviewing this case is to highlight that regular cognitive computerized training in ADHD patients can improve some of their cognitive symptoms and can help treating video game addition.
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Ruiz-Manrique, Gonzalo, Kazuhiro Tajima-Pozo, and Francisco Montañes-Rada. "Case Report: "ADHD Trainer": the mobile application that enhances cognitive skills in ADHD patients." F1000Research 3 (May 7, 2015): 283. http://dx.doi.org/10.12688/f1000research.5689.2.

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We report the case of a 10 year old patient diagnosed with attention deficit hyperactivity disorder (ADHD) and comorbid video game addiction, who was treated with medication combined to a novel cognitive training method based on video games called TCT method. A great risk of developing video game or internet addiction has been reported in children, especially in children with ADHD. Despite this risk, we hypothesize that the good use of these new technologies might be useful to develop new methods of cognitive training. The cognitive areas in which a greater improvement was observed through the use of video games were the visuospatial working memory and fine motor skills. TCT method is a cognitive training method that enhances cognitive skills such as attention, working memory, processing speed, calculation ability, reasoning, and visuomotor coordination. The purpose of reviewing this case is to highlight that regular cognitive computerized training in ADHD patients can improve some of their cognitive symptoms and can help treating video game addiction.
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Ruiz-Manrique, Gonzalo, Kazuhiro Tajima-Pozo, and Francisco Montañes-Rada. "Case Report: "ADHD Trainer": the mobile application that enhances cognitive skills in ADHD patients." F1000Research 3 (June 23, 2015): 283. http://dx.doi.org/10.12688/f1000research.5689.3.

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We report the case of a 10 year old patient diagnosed with attention deficit hyperactivity disorder (ADHD) and comorbid video game addiction, who was treated with medication combined with a novel cognitive training method based on video games called TCT method. A great risk of developing video game or internet addiction has been reported in children, especially in children with ADHD. Despite this risk, we hypothesize that the good use of these new technologies might be useful to develop new methods of cognitive training. The cognitive areas in which a greater improvement was observed through the use of video games were visuospatial working memory and fine motor skills. TCT method is a cognitive training method that enhances cognitive skills such as attention, working memory, processing speed, calculation ability, reasoning, and visuomotor coordination. The purpose of reviewing this case is to highlight that regular cognitive computerized training in ADHD patients may improve some of their cognitive symptoms and might be helpful for treating video game addiction.
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Ruiz-Manrique, Gonzalo, Kazuhiro Tajima-Pozo, and Francisco Montañes-Rada. "Case Report: "ADHD Trainer": the mobile application that enhances cognitive skills in ADHD patients." F1000Research 3 (September 10, 2015): 283. http://dx.doi.org/10.12688/f1000research.5689.4.

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We report the case of a 10 year old patient diagnosed with attention deficit hyperactivity disorder (ADHD) and comorbid video game addiction, who was treated with medication combined with a novel cognitive training method based on video games called TCT method. A great risk of developing video game or internet addiction has been reported in children, especially in children with ADHD. Despite this risk, we hypothesize that the good use of these new technologies might be useful to develop new methods of cognitive training. The cognitive areas in which a greater improvement was observed through the use of video games were visuospatial working memory and fine motor skills. TCT method is a cognitive training method that enhances cognitive skills such as attention, working memory, processing speed, calculation ability, reasoning, and visuomotor coordination. The purpose of reviewing this case is to highlight that regular cognitive computerized training in ADHD patients may improve some of their cognitive symptoms and might be helpful for treating video game addiction.
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Ruiz-Manrique, Gonzalo, Kazuhiro Tajima-Pozo, and Francisco Montañes-Rada. "Case Report: "ADHD Trainer": the mobile application that enhances cognitive skills in ADHD patients." F1000Research 3 (October 26, 2015): 283. http://dx.doi.org/10.12688/f1000research.5689.5.

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We report the case of a 10 year old patient diagnosed with attention deficit hyperactivity disorder (ADHD) and comorbid video game addiction, who was treated with medication combined with a novel cognitive training method based on video games called TCT method. A great risk of developing video game or internet addiction has been reported in children, especially in children with ADHD. Despite this risk, we hypothesize that the good use of these new technologies might be useful to develop new methods of cognitive training. The cognitive areas in which a greater improvement was observed through the use of video games were visuospatial working memory and fine motor skills. TCT method is a cognitive training method that enhances cognitive skills such as attention, working memory, processing speed, calculation ability, reasoning, and visuomotor coordination. The purpose of reviewing this case is to highlight that regular cognitive computerized training in ADHD patients may improve some of their cognitive symptoms and might be helpful for treating video game addiction.
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Warburton, Darren E. R., Shannon S. D. Bredin, Leslie T. L. Horita, Dominik Zbogar, Jessica M. Scott, Ben T. A. Esch, and Ryan E. Rhodes. "The health benefits of interactive video game exercise." Applied Physiology, Nutrition, and Metabolism 32, no. 4 (August 2007): 655–63. http://dx.doi.org/10.1139/h07-038.

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The purpose of this study was to evaluate the effectiveness of interactive video games (combined with stationary cycling) on health-related physical fitness and exercise adherence in comparison with traditional aerobic training (stationary cycling alone). College-aged males were stratified (aerobic fitness and body mass) and then assigned randomly to experimental (n = 7) or control (n = 7) conditions. Program attendance, health-related physical fitness (including maximal aerobic power (VO2 max), body composition, muscular strength, muscular power, and flexibility), and resting blood pressure were measured before and after training (60%–75% heart rate reserve, 3 d/week for 30 min/d for 6 weeks). There was a significant difference in the attendance of the interactive video game and traditional training groups (78% ± 18% vs. 48% ± 29%, respectively). VO2 max was significantly increased after interactive video game (11% ± 5%) but not traditional (3% ± 6%) training. There was a significantly greater reduction in resting systolic blood pressure after interactive video game (132 ± 6 vs. 123 ± 6 mmHg) than traditional (131 ± 7 vs. 128 ± 8 mmHg) training. There were no significant changes in body composition after either training program. Attendance mediated the relationships between condition and changes in health outcomes (including VO2 max, vertical jump, and systolic blood pressure). The present investigation indicates that a training program that links interactive video games to cycle exercise results in greater improvements in health-related physical fitness than that seen after traditional cycle exercise training. It appears that greater attendance, and thus a higher volume of physical activity, is the mechanism for the differences in health-related physical fitness.
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Aust, Robert, Michael Nitsche, and Johannes Pelka. "Digital game-based learning and video games in teacher training. Conception, evaluation and results from Leipzig University." Perspectives of Innovations, Economics and Business 14, no. 3 (August 5, 2014): 113–31. http://dx.doi.org/10.15208/pieb.2014.14.

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Li, Xiaoxuan, Kavous Salehzadeh Niksirat, Shanshan Chen, Dongdong Weng, Sayan Sarcar, and Xiangshi Ren. "The Impact of a Multitasking-Based Virtual Reality Motion Video Game on the Cognitive and Physical Abilities of Older Adults." Sustainability 12, no. 21 (November 2, 2020): 9106. http://dx.doi.org/10.3390/su12219106.

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This study demonstrates how playing a well-designed multitasking motion video game in a virtual reality (VR) environment can positively impact the cognitive and physical health of older players. We developed a video game that combines cognitive and physical training in a VR environment. The impact of playing the game was measured through a four-week longitudinal experiment. Twenty healthy older adults were randomly assigned to either an intervention group (i.e., game training) or a control group (i.e., no contact). Participants played three 45-min sessions per week completing cognitive tests for attention, working memory, reasoning and a test for physical balance before and after the intervention. Results showed that compared to the control group, the game group showed significant improvements in working memory and a potential for enhancing reasoning and balance ability. Furthermore, while the older adults enjoyed playing the video game, ability enhancements were associated with their intrinsic motivation to play. Overall, cognitive training with multitasking VR motion video games has positive impacts on the cognitive and physical health of older adults.
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Cler, Gabriel J., Talia Mittelman, Maia N. Braden, Geralyn Harvey Woodnorth, and Cara E. Stepp. "Video Game Rehabilitation of Velopharyngeal Dysfunction: A Case Series." Journal of Speech, Language, and Hearing Research 60, no. 6S (June 22, 2017): 1800–1809. http://dx.doi.org/10.1044/2017_jslhr-s-16-0231.

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Purpose Video games provide a promising platform for rehabilitation of speech disorders. Although video games have been used to train speech perception in foreign language learners and have been proposed for aural rehabilitation, their use in speech therapy has been limited thus far. We present feasibility results from at-home use in a case series of children with velopharyngeal dysfunction (VPD) using an interactive video game that provided real-time biofeedback to facilitate appropriate nasalization. Method Five participants were recruited across a range of ages, VPD severities, and VPD etiologies. Participants completed multiple weeks of individual game play with a video game that provides feedback on nasalization measured via nasal accelerometry. Nasalization was assessed before and after training by using nasometry, aerodynamic measures, and expert perceptual judgments. Results Four participants used the game at home or school, with the remaining participant unwilling to have the nasal accelerometer secured to his nasal skin, perhaps due to his young age. The remaining participants showed a tendency toward decreased nasalization after training, particularly for the words explicitly trained in the video game. Conclusion Results suggest that video game–based systems may provide a useful rehabilitation platform for providing real-time feedback of speech nasalization in VPD. Supplemental Material https://doi.org/10.23641/asha.5116828
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Knight, James F. "Acceptability of Video Games Technology for Medical Emergency Training." International Journal of Gaming and Computer-Mediated Simulations 5, no. 4 (October 2013): 86–99. http://dx.doi.org/10.4018/ijgcms.2013100105.

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Using the technology acceptance model (TAM), this study aimed to investigate the acceptability of video game technologies (serious games) for medical emergency procedure and decision making training. Using the Triage Trainer, a prototype serious game for the triage sieve process, differences between gamers and non-gamers, males and females, and the effects of ratings of computer self efficacy (i.e. computer skill and gaming skill) and attitudes towards computers (i.e. enthusiasm and anxiety) on the acceptance model were also investigated. The results show significant correlations for computer self-efficacy and attitude variables with the perceived ease of use (PEOU), perceived usefulness (PU) and attitudes towards use (ATU) of the game. Multiple regression showed that 52% of the variance in ATU was explained by the PU and PEOU. However, none of the secondary variables (self efficacy or emotions) had a significant effect on the ATU, PU and PEOU over and above each other.
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Dissertations / Theses on the topic "Video game training"

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Brorsson, David. "Training attention with video games : How playing and training with video games impact attentional networks." Thesis, Högskolan i Skövde, Institutionen för biovetenskap, 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:his:diva-19464.

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Video games as an entertainment form are very popular. Understanding what video games do to us in a long-term and short-term manner is therefore of interest. Attention is a widely studied field and research into how attentional networks are affected by video is a research field on the rise. Here, I will be investigating how video game play affects our attentional networks and if it is possible for elderly individuals to train their attentional networks with video games. Video game players have high performance in reaction time and accuracy in different attentional, working memory, and cognitive control tasks. As the difficulty of video games increase video game players seem to more efficiently utilize their attentional networks. Whilst some articles cannot replicate findings in other articles this irregularity might be explained with by level of difficulty or load during task performance. Studies see group differences only when the task difficulty is high. Therefore, an important part of video game research is to find an effective and replicable standard for video game research. Measuring video game play with EEG shows that players better can forgo distracting stimuli in central and peripheral view and discriminating stimuli giving video game players more confidence when making decisions. Video game players also seem to have more efficient processes and functional connectivity in attentional networks but utilizing these networks more as non-video game players as mental load increases. Not only does video game players have more efficient attentional networks, but attentional benefits from video games is also something that can be trained with those who do not play video games. Suggesting that older individuals can utilize video games to train attentional networks.
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Cameron, David John. "Giving games a day job developing a digital game-based resource for journalism training /." Access electronically, 2004. http://www.library.uow.edu.au/adt-NWU/public/adt-NWU20041220.144608/index.html.

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Krča, Michal. "Making better serious games for children with ADHD : Guidelines for designing motivational video game training." Thesis, Högskolan i Skövde, Institutionen för informationsteknologi, 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:his:diva-12448.

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This study examines how serious games may be designed and developed to contain engaging working memory (WM) training exercises. Video games have a high potential as WM exercise environment for children with ADHD, but it is still difficult to create a long-term training solution due to their problem to retain attention. This thesis aims for better understanding of ADHD children’s motivation to be trained by describing the creation of a game prototype that was designed with the help from WM experts, workshops with designers working on previous prototypes of the same game, guidance from medical doctors specialized on ADHD, and by using a methodical formal game design approach along with frequent user tests. The results of the presented prototype showed an increase in play-time and in retention of player’s attention over time in comparison to the previous prototype. The study concludes how game design resonated with the target audience.
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Palaus, Gallego Marc. "Cognitive enhancement by means of TMS and video game training: synergistic effects." Doctoral thesis, Universitat Oberta de Catalunya, 2018. http://hdl.handle.net/10803/667018.

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L'estimulació magnètica transcranial (TMS) ens permet modular els nivells d'excitabilitat cortical amb una resolució espacial molt alta, amb un impacte sobre les funcions cognitives que poden donar lloc a millora cognitiva. No obstant això, aquests canvis sovint són transitoris, per la qual cosa hi ha la necessitat de desenvolupar protocols optimitzats que puguin potenciar i estendre la durada dels efectes. L'efectivitat de la TMS per a aconseguir canvis cognitius es potencia quan s'usa juntament amb un entrenament cognitiu que emfatitza la funció cognitiva que es té com a objectiu. Els videojocs posseeixen totes les característiques apropiades per a ser utilitzats amb aquest propòsit. S'espera que l'ús conjunt de la TMS i l'entrenament amb videojocs produeixi efectes sinèrgics en el rendiment cognitiu, amb millora de les funcions cognitives relacionades amb el lloc d'estimulació i els contextos exposats durant el videojoc. Aquesta tesi proporciona una anàlisi en profunditat sobre la temàtica de la millora cognitiva per mitjà de TMS, els correlats neuronals dels videojocs i la millora cognitiva com a resultat de l'entrenament de videojocs a través d'exhaustives revisions bibliogràfiques. Per a l'etapa experimental, s'ha emprat una TMS theta-burst intermitent (iTBS) sobre la DLPFC dreta, esperant induir efectes comparables a la potenciació a llarg termini. Deu sessions d'estimulació van ser administrades durant dues setmanes. Es van formar quatre grups experimentals combinant l'administració d'estimulació iTBS activa i simulada, i l'alta i baixa experiència prèvia en videojocs. El rendiment cognitiu es va avaluar per mitjà d'una bateria neuropsicològica exhaustiva en tres punts temporals. Els efectes de l'estimulació cerebral no invasiva sobre la millora cognitiva juntament amb l'entrenament de videojocs van ser menys notoris i consistents del que s'esperava. No obstant això, l'experiència prèvia en videojocs era determinant tant per al rendiment inicial com per a la taxa d'adquisició d'habilitats en una sèrie de dominis cognitius.
La estimulación magnética transcraneal (TMS) nos permite modular los niveles de excitabilidad cortical con una resolución espacial muy alta, y con un impacto sobre las funciones cognitivas que pueden resultar en mejora cognitiva. Sin embargo, estos cambios a menudo son transitorios, y existe la necesidad de desarrollar protocolos optimizados que puedan potenciar y extender la duración de estos efectos. La efectividad de la TMS para lograr cambios cognitivos se potencia cuando se usa junto con un entrenamiento cognitivo que enfatiza la función cognitiva pretendida. Los videojuegos poseen todas las características apropiadas para ser utilizados con este propósito. Se espera que el uso conjunto de la TMS y el entrenamiento con videojuegos produzca efectos sinérgicos en el rendimiento cognitivo, con mejora de las funciones cognitivas relacionadas con el lugar de estimulación y los contextos expuestos durante el videojuego. Esta tesis proporciona un análisis en profundidad sobre la temática de la mejora cognitiva a través de TMS, los correlatos neuronales de los videojuegos y la mejora cognitiva como resultado del entrenamiento de videojuegos a través de exhaustivas revisiones bibliográficas. Para la etapa experimental, se ha empleado una TMS theta-burst intermitente (iTBS) sobre la DLPFC derecha, esperando inducir efectos comparables a la potenciación a largo plazo. Diez sesiones de estimulación fueron administradas durante dos semanas. Se formaron cuatro grupos experimentales combinando la administración de estimulación iTBS activa y simulada, y la alta y baja experiencia previa en videojuegos. El rendimiento cognitivo se evaluó mediante una batería neuropsicológica exhaustiva en tres puntos temporales. Los efectos de la estimulación cerebral no invasiva sobre la mejora cognitiva junto con el entrenamiento de videojuegos fueron menos notorios y consistentes de lo esperado. Sin embargo, la experiencia previa en videojuegos era determinante tanto para el rendimiento inicial como para la tasa de adquisición de habilidades en una serie de dominios cognitivos.
Transcranial magnetic stimulation (TMS) allows us to modulate cortical excitability levels with an exceptionally high spatial resolution, thereby achieving an impact on cognitive functions that may result in cognitive improvement. However, such changes are often transitory, meaning there is a need to develop optimized protocols that are capable of prolonging the duration of the effects. The effectiveness of TMS in achieving cognitive changes is potentiated when used in conjunction with cognitive training that stimulates the targeted cognitive function. Video games possess all the appropriate features for this purpose. The joint use of TMS and video game training is expected to create synergistic effects on cognitive performance, thereby enhancing the cognitive functions related to the stimulation site and the contexts exposed during video game play. Through exhaustive literature reviews, this thesis provides an in-depth analysis on cognitive enhancement through TMS, the neural correlates of video games, and cognitive enhancement as a result of video game training. For the experimental stage, intermittent theta-burst transcranial magnetic stimulation (iTBS) over the right dorsolateral prefrontal cortex was employed in hopes of inducing effects comparable to long-term potentiation. This was carried out during ten stimulation sessions performed over a two-week period. The variables (i.e. administration of active and sham iTBS together with high and low previous video game experience) were paired to create four experimental groups. Cognitive performance was assessed through a comprehensive neuropsychological battery at three different points in time. The effects of the non-invasive brain stimulation on cognitive enhancement in conjunction with the video game training were less evident and consistent than expected. However, previous video game experience was found to be determinant for both the baseline performance and the skill acquisition rate in a series of cognitive domains.
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Blacker, Kara J. "The Effects of Action Video Game Training on Visual Short-term Memory." Diss., Temple University Libraries, 2013. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/225466.

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Psychology
Ph.D.
The ability to hold visual information in mind over a brief delay is critical for acquiring information and navigating a complex visual world. Despite the ubiquitous nature of visual short-term memory (VSTM) in our everyday lives, this system is fundamentally limited in capacity. Therefore, the potential to improve VSTM through training is a growing area of research. An emerging body of literature suggests that extensive experience playing action video games yields a myriad of perceptual and attentional benefits. Several lines of converging work provide evidence that action video game play influences VSTM as well. The current study utilized a training paradigm to examine whether action video games cause improvements to the quantity and/or the quality of information stored in VSTM and whether these VSTM advantages extend visual working memory (VWM). The results suggest that VSTM capacity is increased after action video game training, as compared to training on a control game, and that some limited improvement to VSTM precision occurs with action game training as well. The VSTM improvements seen in individuals trained on an action video game are not better accounted for by differences in motivation or engagement, differential expectations, or baseline differences in demographics as compared to the control group used. However, these findings do not appear to extend to measures of VWM, nor to verbal working memory. In sum, action video game training represents a potentially unique and engaging platform by which this severely capacity-limited VSTM system might be enhanced.
Temple University--Theses
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Borghetti, Lorraine. "Closing the Gender Gap: Action Video Game Training, Cognitive Improvement, and Related Self-Efficacy." University of Dayton / OhioLINK, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=dayton1418101534.

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Siconolfi-Morris, Gina C. "USE OF A VIDEO GAME BASED BALANCE TRAINING INTERVENTION ON THE BALANCE AND FUNCTION OF CHILDREN WITH DEVELOPMENTAL DISABILITIES." UKnowledge, 2012. http://uknowledge.uky.edu/rehabsci_etds/8.

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Many children with developmental disabilities (DD) have physical impairments and limitations in their participation. Rehabilitation research often focuses on either physical impairments or participation restrictions, when both need to be investigated. The purposes of these two studies were to evaluate an at home therapist directed video game balance training intervention on balance, gait velocity (GV), hip strength and activities of children with DD. The pilot study was a single-subject non-concurrent multiple baseline design. Balance measures included: weight bearing symmetry; center of pressure area and velocity; time to boundary mean minima and standard deviation; and timed up and go. The participant’s enjoyment and perceived difficulty was also explored. Five children (7 to 10 years) with cerebral palsy (CP) participated in a 6 week, 30 minute intervention 3 times per week, with four preselected balance games. Minimal improvements were found in balance, GV, and hip strength, and participants reported the intervention enjoyable and challenging. Three of five participants had significant increases in activities, as measured by the Activities Scale for Kids (ASK). The second study expanded on pilot study results and included 5 children (5 to 10 years) with different diagnoses. Another non-concurrent multiple baseline design was utilized, and the same measures of balance were used except single leg stance time was substituted for timed up and go. No changes were made to the intensity of intervention, but two games were added to the repertoire. There were minimal changes in balance and hip strength; and no changes were found in the ASK. A majority of participants increased GV, and reported the intervention was enjoyable and challenging. Positive changes were found in the combined results for: center of pressure area with eyes open and closed; time to boundary mean minima with eyes closed in the anterior-posterior direction; and GV. These studies suggest this intervention was insufficient to make improvements in the majority of balance measurements and hip strength for children with DD. Increased activities in children with CP were found in the pilot study. These results suggest video game balance training alone for children with DD was insufficient to demonstrate clinically meaningful change. KEYWORDS: Balance, Developmental Disabilities, Gait Velocity, Hip Strength, Activities and Participation
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O'Neill, Kevin John. "Induction and Transferral of Flow in the Game Tetris." Wright State University / OhioLINK, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=wright1607267523632825.

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Potrus, Dani. "Swedish Sign Language Skills Training and Assessment." Thesis, KTH, Skolan för datavetenskap och kommunikation (CSC), 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:kth:diva-209129.

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Sign language is used widely around the world as a first language for those that are unable to use spoken language and by groups of people that have a disability which precludes them from using spoken language (such as a hearing impairment). The importance of effective learning of sign language and its applications in modern computer science has grown widely in the modern aged society and research around sign language recognition has sprouted in many different directions, some examples using hidden markov models (HMMs) to train models to recognize different sign language patterns (Swedish sign language, American sign language, Korean sign language, German sign language and so on).  This thesis project researches the assessment and skill efficiency of using a simple video game to learn Swedish sign language for children in the ages within the range of 10 to 11 with no learning disorders, or any health disorders. During the experimental testing, 38 children are divided into two equally sized groups of 19 where each group plays a sign language video game. The context of the video game is the same for both groups, where both listened to a 3D avatar speak to them using both spoken language and sign language. The first group played the game and answered questions given to them by using sign language, whereas the other group answered questions given to them by clicking on an alternative on the video game screen. A week after the children have played the video game, the sign language skills that they have acquired from playing the video game are assessed by simple questions where they are asked to provide some of the signs that they saw during the duration of the video game. The main hypothesis of the project is that the group of children that answered by signing outperforms the other group, in both remembering the signs and executing them correctly. A statistical null hypothesis test is performed on this hypothesis, in which the main hypothesis is confirmed. Lastly, discussions for future research within sign language assessment using video games is described in the final chapter of the thesis.
Teckenspråk används i stor grad runt om i världen som ett modersmål för dom som inte kan använda vardagligt talsspråk och utav grupper av personer som har en funktionsnedsättning (t.ex. en hörselskada). Betydelsen av effektivt lärande av teckenspråk och dess tillämpningar i modern datavetenskap har ökat i stor utsträckning i det moderna samhället, och forskning kring teckenspråklig igenkänning har spirat i många olika riktningar, ett exempel är med hjälp av statistika modeller såsom dolda markovmodeller (eng. Hidden markov models) för att träna modeller för att känna igen olika teckenspråksmönster (bland dessa ingår Svenskt teckenspråk, Amerikanskt teckenspråk, Koreanskt teckenspråk, Tyskt teckenspråk med flera). Denna rapport undersöker bedömningen och skickligheten av att använda ett enkelt teckenspråksspel som har utvecklats för att lära ut enkla Svenska teckenspråksmönster för barn i åldrarna 10 till 11 års ålder som inte har några inlärningssjukdomar eller några problem med allmän hälsa. Under projektets experiment delas 38 barn upp i två lika stora grupper om 19 i vardera grupp, där varje grupp kommer att få spela ett teckenspråksspel. Sammanhanget för spelet är detsamma för båda grupperna, där de får höra och se en tredimensionell figur (eng. 3D Avatar) tala till dom med både talsspråk och teckenspråk. Den första gruppen spelar spelet och svarar på frågor som ges till dem med hjälp av teckenspråk, medan den andra gruppen svarar på frågor som ges till dem genom att klicka på ett av fem alternativ som finns på spelets skärm. En vecka efter att barnen har utfört experimentet med teckenspråksspelet bedöms deras teckenspråkliga färdigheter som de har fått från spelet genom att de ombeds återuppge några av de tecknena som de såg under spelets varaktighet. Rapportens hypotes är att de barn som tillhör gruppen som fick ge teckenspråk som svar till frågorna som ställdes överträffar den andra gruppen, genom att både komma ihåg tecknena och återuppge dom på korrekt sätt. En statistisk hypotesprövning utförs på denna hypotes, där denna i sin tur bekräftas. Slutligen beskrivs det i rapportens sista kapitel om framtida forskning inom teckenspråksbedömning med tv spel och deras effektivitet.
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Bouchot, Hélène. "Observer autrui lors de séances de simulation haute-fidélité : une activité mimétique et ludique portée par des en-jeux sérieux." Thesis, Montpellier, 2019. http://www.theses.fr/2019MONTS104.

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L’objectif de cette thèse est de produire des connaissances sur l’activité d’observation lors de séance de simulation haute-fidélité (SHF), en formation initiale de la maïeutique. Cette activité reste une zone d’ombre à la fois du point de vue scientifique et également du point de vue de la formation, alors qu’il s’agit d’une pratique ordinaire en formation initiale des métiers de la santé. L’observation permet de répondre à la contrainte de former un effectif conséquent d’étudiants à travers un dispositif pédagogique qui ne soit pas trop chronophage tout en tirant profit des équipements vidéo, des salles de SHF, tels qu’ils sont préconisés par la Haute Autorité de Santé (HAS). Cette étude se place dans le cadre du programme de recherche empirique (visant la production de connaissances) et technologique (visant l’enrichissement continué dans l’usage de modalités de SHF) du cours d’action (Theureau, 2004, 2006) pour analyser l’activité d’observation de cinq étudiantes sages-femmes, à l’occasion d’un module de plusieurs séances de SHF. Ce cadre épistémologique d’anthropologie culturelle énactive (Theureau, 2015) permet de prendre en compte le point de vue des observatrices pour accéder à la compréhension de leur activité, en partie silencieuse, ainsi qu’à son potentiel transformatif. Les analyses des données construites à partir des vidéos des situations d’observation, de traces écrites de l’activité et des entretiens d’autoconfrontations, font émerger des structures typiques de différents niveaux dans l’organisation de l’activité. L’activité d’observation s’organise coopérativement en conduite de jeu, en considérant les indéterminations de la situation comme des en-jeux d’ordre strictement conventionnel pour les observatrices. Elle s’accompagne de divers niveaux d’immersions mimétiques, comme pour les dispositifs de vidéoformation, avec actualisations-synchronisations-comparaisons des préoccupations des observatrices et des observées, permettant d’accéder à la compréhension de la complexité d’une situation de travail dans ses dimensions sociales, spatiotemporelles et techniques. Nos résultats mettent en évidence également des processus transformatifs : a) pertinents pour la pratique maïeutique en tant que ressources potentiellement mobilisables en pratique réelle ultérieure et prometteuses de performance en situations similaires, b) spécifiques à la simulation permettant de gagner en jouabilité et, c) qui amènent à repenser l’accompagnement du débriefing lors de séances de SHF. Ainsi l’activité d’observation s’actualise de façon typique en activité de nature ludo-utilitaire rendant compte d’une appropriation ludique de l’environnement social-technique d’observation, permettant de définir ce moment particulier du dispositif de formation par SHF, comme un espace vidéo-ludo-utilitaire
The aim of this thesis is to produce knowledge about the observation activity during a high-fidelity simulation session (HFS), as part of initial maieutic training. This activity remains a gray area both from a scientific point of view and from the point of view of training, whereas it is standard practice during initial health professions training. Observation makes it possible to respond to the constraint of training a large number of students, by using a pedagogical device that is not too time-consuming which takes advantage of the video equipment and HFS rooms, in accordance with the recommendations of the French National Authority of Health (HAS). This study falls within the empirical research program (aimed at the knowledge production) and technological research (aimed at the continued enrichment in the use of HFS ) of ‘course of action’ (Theureau, 2004, 2006) in order to analyze the observation activity of five midwife students, during a module of several HFS sessions. This epistemological framework of 'enactive cultural anthropology' makes it possible to consider the observers’ point of view in order to gain a better understanding of their activity, partly silent, as well as its transformative potential. Data analysis constructed from the videos of the observation situations and self-confrontation interviews, make emerge typical structures of different levels in the organization of the activity. The observation activity is organized cooperatively as if it were a game, with indeterminations of the situations being considered as a stake of strictly conventional order to the observers. It is accompanied by various levels of mimetic immersion, as for video-training devices, with updates-synchronizations-comparisons of concerns from observers and observed students. This allowing to gain a better understanding of the complexity of a work situation in its social, spatial and technical dimensions.Moreover, our results also highlight transformative processes emerge from this activity of observation: a) relevant to maieutic practice as resources potentially mobilizable in real future practice and promising performance in similar situations, b) specific to simulation in order to gain playability and, c) that lead to rethink debriefing accompaniment during HFS session. Thus, the activity of observation is typically updated in an activity of a ludo-utilitarian nature, reflecting an appropriation of the social-technical environment of observation, making it define this particular moment of the training device by HFS, as a fun and utilitarian video space
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Books on the topic "Video game training"

1

Beal, Scott A. Training effectiveness evaluation of the Full Spectrum Command game. Alexandria, Va: U.S. Army Research Institute for the Behavioral and Social Sciences, 2004.

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1966-, Novak Jeannie, ed. Game development essentials: Game simulation development. Clifton Park, NY: Thomson / Delmar Learning, 2008.

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Centric, James H. Train-the-trainer package for the Full Spectrum Warrior game. Arlington, Va: U.S. Army Research Institute for the Behavioral and Social Sciences, 2004.

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Centric, James H. Train-the-trainer package for the Full Spectrum Warrior game. Arlington, Va: U.S. Army Research Institute for the Behavioral and Social Sciences, 2004.

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Orvis, Karin A. Videogame-based training success: The impact of trainee characteristics - year 2. Arlington, Va: U.S. Army Research Institute for the Behavioral and Social Sciences, 2006.

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Orvis, Karin A. Videogame-based training success: The impact of trainee characteristics - year 2. Arlington, Va: U.S. Army Research Institute for the Behavioral and Social Sciences, 2006.

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Gadgets, games, and gizmos for learning: Tools and techniques for transferring know-how from boomers to gamers. San Francisco, CA: John Wiley, 2007.

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Rick, Selby, and Smith Richard Wayne, eds. Microsoft train simulator. San Francisco, CA: Sybex, 2001.

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A, Cannon-Bowers Janis, and Bowers Clint A, eds. Serious game design and development: Technologies for training and learning. Hershey PA: Information Science Reference, 2010.

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Muehl, William, and Jeannie Novak. Game Development Essentials: Game Simulation Development. Cengage Delmar Learning, 2007.

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Book chapters on the topic "Video game training"

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Strobach, Tilo, and Torsten Schubert. "Video Game Training and Effects on Executive Functions." In Cognitive Training, 117–25. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-42662-4_11.

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Strobach, Tilo, and Torsten Schubert. "Video Game Training and Effects on Executive Functions." In Cognitive Training, 229–41. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-39292-5_16.

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Heaton, C. "Video Game Technology and Training Research." In Computer-Based Instruction in Military Environments, 271–83. Boston, MA: Springer US, 1987. http://dx.doi.org/10.1007/978-1-4613-0915-4_22.

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Bernal-Merino, Miguel. "Training translators for the video game industry." In The Didactics of Audiovisual Translation, 141–55. Amsterdam: John Benjamins Publishing Company, 2008. http://dx.doi.org/10.1075/btl.77.14ber.

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Green, C. Shawn, Thomas Gorman, and Daphne Bavelier. "Action Video-Game Training and Its Effects on Perception and Attentional Control." In Cognitive Training, 107–16. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-42662-4_10.

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Bediou, Benoit, Daphne Bavelier, and C. Shawn Green. "Action Video Game Training and Its Effects on Perception and Attentional Control." In Cognitive Training, 215–28. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-39292-5_15.

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Konert, Johannes, Stefan Göbel, and Ralf Steinmetz. "Video Game Personalization via Social Media Participation." In Games for Training, Education, Health and Sports, 35–46. Cham: Springer International Publishing, 2014. http://dx.doi.org/10.1007/978-3-319-05972-3_5.

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Ballesteros, Soledad. "Brain-Training Games Help Prevent Cognitive Decline in Older Adults." In Video Game Influences on Aggression, Cognition, and Attention, 151–62. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-95495-0_12.

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Zha, ZhongYi, XueSong Tang, and Bo Wang. "An Advanced Actor-Critic Algorithm for Training Video Game AI." In Neural Computing for Advanced Applications, 368–80. Singapore: Springer Singapore, 2020. http://dx.doi.org/10.1007/978-981-15-7670-6_31.

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Liu, Xiaocen, Heqing Huang, Kai Yu, and Donghui Dou. "Can Video Game Training Improve the Two-Dimensional Mental Rotation Ability of Young Children?" In Lecture Notes in Computer Science, 305–17. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-50164-8_22.

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Conference papers on the topic "Video game training"

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Puerta-Cortés, Diana Ximena, Jennifer Karina Hernández, Ana María Olaya, José Tovar, and Daniel Varela. "Training the working memory in older adults with the “Reta tu Memoria” video game." In INNODOCT 2019. Valencia: Universitat Politècnica de València, 2019. http://dx.doi.org/10.4995/inn2019.2019.10219.

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The objective of this study was to train the visuospatial and semantic working memory of a sample of Colombian older adults through the design of a serious game. The sample was composed of 20 older adults whose ages ranged from 50 to 77 years and showed signs of normal ageing. The sample belonged to the Edad de Oro group from the Universidad de Ibagué in Colombia. Participation in this study was voluntary, and the socio-demographic data and Mini-Mental state examination questionnaires were administered. The video game’s creative process was developed over six months by a team made up of psychologists and systems engineers. The video game was created using 2D Construct3 game editor, and the use of JavaScript programming language and an advanced knowledge of HTML were required. Before training, two pilot sessions were carried out to adjust the video game structure. After that, the procedure was applied to the sample for 20 sessions. The time spent and errors made in the video game’s five levels were registered. The results show values of significant effect size. In conclusion, the Latin American samples help corroborate the central training hypothesis. Training through video games leads to improved visuospatial and semantic working memory performance.
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Mensch, Scott, and Azad Ali. "Using Digital Video Game in Service Learning Projects." In InSITE 2009: Informing Science + IT Education Conference. Informing Science Institute, 2009. http://dx.doi.org/10.28945/3388.

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This paper details the experience of a particular department in integrating digital video games into a service learning project. The department of Technology Support and Training program (TST) within the Eberly College of Business and Information Technology (ECOBIT) at Indiana University of Pennsylvania (IUP) has taken the initiative to integrate service learning projects into their courses. Various initiating proposals have taken place in regards to ideas for the selection of the service learning projects and the methods of their implementation. Among these initiatives is a project taken by faculty members to donate a digital video game to a senior citizen center within the community. The paper first provides a theoretical feedback on service learning projects in general and the steps that led these faculty members to select this idea for a service project. More details is given regarding the planning and implementation for this project including the procedures followed to collect funds for the video game and the selection of the senior citizen center.
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Mitsuhara, Hiroyuki, and Masami Shishibori. "Evacuation training using scenario-based augmented reality game." In The 5th International Conference on Virtual and Augmented Reality in Education. CAL-TEK srl, 2019. http://dx.doi.org/10.46354/i3m.2019.vare.007.

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"Evacuation training is important as disaster education that covers how to survive disasters. However, traditional evacuation training does not provide realistic simulated evacuation experience (SEE). To provide the such, we developed game-based evacuation training (GBET), where trainees are required to reach a shelter in the real world within a time limit while making decisions against virtual disaster situations presented as digital contents (e.g. video and single-choice question) on GPS-enabled smartphones or tablets. However, the GBET was insufficient in the audiovisual reality. To provide a more realistic SEE, we created an evacuation training using scenario-based augmented reality (AR) game that integrates marker-based AR and scenariobased game. Although only applicable in indoor activities, the evacuation training (the extended GBET system) presents AR that expresses disaster situations (e.g. flood and fire) by superimposing threedimensional computer graphics onto the real-time view through a handheld head-mounted display."
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Hiemstra, Djoerd, and Anne Carine Zagt. "Developing Communication Competencies Through E-Learning: The Motivating Potential of Adaptive Video Role Play." In Third International Conference on Higher Education Advances. Valencia: Universitat Politècnica València, 2017. http://dx.doi.org/10.4995/head17.2017.5264.

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Abstract To develop competence through e-learning tools, students must be motivated to use these tools. Hence, we conducted two empirical studies to explore the motivating potential of an adaptive video role playing game (AVR) for training communication competencies. In Study 1 (N = 54), we used a within-person design to examine students’ motivation in three learning conditions: in the classroom, when playing the AVR, and when doing homework. The results showed that, relative to the homework condition, in the AVR condition students were higher in perceived competence, relatedness, intrinsic motivation, and flow. No difference between the classroom condition and the AVR condition were found. In Study 2 (N = 150), we used a randomized experimental design to examine the motivational consequences of using videos (AVR) rather than photos (APR) in the adaptive role playing game. We found that, relative to students in the APR condition, students in the AVR condition were higher in relatedness and flow. No differences in perceived competence, autonomy, and intrinsic motivation were observed. We conclude that an AVR may have considerable motivational benefits relative to common homework assignments, and some motivational benefits relative to an APR. Keywords: e-learning, video role play, games, motivation, flow
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"Co-Designing an Immersive and Interactive Alcohol Resistance Training Tool Using 360-Degree Video." In 2th European Conference on Game Based Learning. ACPI, 2019. http://dx.doi.org/10.34190/gbl.19.081.

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Whitaker, Elizabeth, Ethan Trewhitt, Matthew Holtsinger, Christopher Hale, Elizabeth Veinott, Chris Argenta, and Richard Catrambone. "The effectiveness of intelligent tutoring on training in a video game." In 2013 IEEE International Games Innovation Conference (IGIC). IEEE, 2013. http://dx.doi.org/10.1109/igic.2013.6659157.

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Beltran, Jose Eduardo Padilla, Yaneth Patricia Caviativa Castro, and Maria Ines Mantilla. "Pedagogical Training and Research with video Game for Strengthening in Knowledge Processes." In 2017 European Conference on Electrical Engineering and Computer Science (EECS). IEEE, 2017. http://dx.doi.org/10.1109/eecs.2017.68.

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Corrales-Astorgano, Mario. "Prosody training of people with Down syndrome using an educational video game." In IberSPEECH 2021. ISCA: ISCA, 2021. http://dx.doi.org/10.21437/iberspeech.2021-37.

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Deutsch, Judith, Phyllis Guarrera-Bowlby, and Michal Kafri. "Participation outcomes differed between video game-based balance training and standard of care training: Pilot clinical trial." In 2017 International Conference on Virtual Rehabilitation (ICVR). IEEE, 2017. http://dx.doi.org/10.1109/icvr.2017.8007544.

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Veinott, Elizabeth S., James Leonard, Elizabeth Lerner Papautsky, Brandon Perelman, Aleksandra Stankovic, Jared Lorince, Jared Hotaling, et al. "The effect of camera perspective and session duration on training decision making in a serious video game." In 2013 IEEE International Games Innovation Conference (IGIC). IEEE, 2013. http://dx.doi.org/10.1109/igic.2013.6659170.

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Reports on the topic "Video game training"

1

Herr, Christopher, and Dennis Allen. Video Games as a Training Tool to Prepare the Next Generation of Cyber Warriors. Fort Belvoir, VA: Defense Technical Information Center, October 2014. http://dx.doi.org/10.21236/ada610664.

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