Journal articles: '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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Oei, Adam C., and Michael D. Patterson. "Enhancing Cognition with Video Games: A Multiple Game Training Study." PLoS ONE 8, no. 3 (March 13, 2013): e58546. http://dx.doi.org/10.1371/journal.pone.0058546.

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Kefalis, Chrysovalantis, Eirini Zoi Kontostavlou, and Athanasios Drigas. "The Effects of Video Games in Memory and Attention." International Journal of Engineering Pedagogy (iJEP) 10, no. 1 (January 27, 2020): 51. http://dx.doi.org/10.3991/ijep.v10i1.11290.

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The use of Information and Communication Technologies (ICT) is ubiqui-tous. Technologies like video games have become very popular not only with the young generation but also with older people. The video game indus-try has seen rapid growth over recent years, as has the interest in the influ-ence of video game experience on people’s daily life. The study focuses on a novel approach to training Visual Working Memory (VWM) through the use of video games and examines research evidence concerning whether video games can serve as a vehicle for promoting the development of cogni-tive skills and especially memory and attention.

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Oei, A., and M. Patterson. "Video game training improves visual cognition: a multiple game study." Journal of Vision 12, no. 9 (August 10, 2012): 689. http://dx.doi.org/10.1167/12.9.689.

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Tsoi, L., S. Koopman, and J. Wilmer. "Video-game training improves smooth pursuit precision." Journal of Vision 11, no. 11 (September 23, 2011): 527. http://dx.doi.org/10.1167/11.11.527.

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Green, C. Shawn, and Daphne Bavelier. "Action video game training for cognitive enhancement." Current Opinion in Behavioral Sciences 4 (August 2015): 103–8. http://dx.doi.org/10.1016/j.cobeha.2015.04.012.

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Hart, Sandra G., and Vernol Battiste. "Field Test of Video Game Trainer." Proceedings of the Human Factors Society Annual Meeting 36, no. 17 (October 1992): 1291–95. http://dx.doi.org/10.1518/107118192786749450.

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A field study was conducted at the US Army Aviation Center to determine whether workload-coping and attention-management skills developed through structured video game experience would generalize to flight training. Three groups of 24 trainees were compared: (1) One received 10 hours of training on an IBM-PC version of Space Fortress, replicating an earlier study; (2) The second played a commerical video game (Apache Strike) for 10 hours which also required tracking, monitoring, situation assessment, and memory; (3) The third matched group receive no game training. Flight school records were monitored during the next 18 mos to compare performance of the three groups during initial flight training. Check ride ratings began to show an advantage for the group trained with Space Fortress by the Instrument stage of training, as predicted. Furthermore, attrition rates were lower for this group, replicating the results of an earlier study conducted by Gopher (1990) in the Israeli Air Force Flight School.

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Sanchez, Diana R., and Markus Langer. "Video Game Pursuit (VGPu) Scale Development: Designing and Validating a Scale With Implications for Game-Based Learning and Assessment." Simulation & Gaming 51, no. 1 (November 3, 2019): 55–86. http://dx.doi.org/10.1177/1046878119882710.

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Background. Recent research on game-based assessment and training demonstrates growing interest in how individual differences affect game-based outcomes. However, there is still a lack of clarity about the variables that affect important game-based outcomes and issues with measurement approaches regarding these variables (e.g., no validation of scales). This study develops a model where video game pursuit (VGPu) is measured as an antecedent to entering the gaming cycle. We propose that VGPu-related antecedents lead to a feedback loop where engaging in the game cycle affects game-related outcomes which again affect the antecedents of re-entering the game cycle. Moreover, we validate a measure of VGPu and provide construct as well as criterion validity evidence. Methods. Within three studies ( N = 716) we develop and validate the VGPu scale - a psychometrically sound measure of intentions to pursue video games. Using Amazon’s MTurk (Studies 1, 2), participants responded to the VGPu items and we conducted exploratory and confirmatory factor analyses showing that VGPu consists of a general latent VGPu factor with four subfactors (Intentional Game Play, Generalized Game Self-Efficacy, Enjoyment of Games, Prone to Game Immersion). In Study 3, students responded to the VGPu items, to items examining construct validity, and played three video games from different genres to assess criterion-related validity of game performance and game reactions. Results. Results demonstrate construct and criterion-related validity showing that VGPu correlates with other game-related scales and predicts game performance and game reactions. Discussion. The findings demonstrate the value of the VGPu scale for research and practice because pursuing video games seems to be an important variable for predicting how individuals perform and react to game-based activities. Finally, we discuss implications for future research and practice in the realm of game-based assessment and training.

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Lehtonen, Esko, Jasmiina Airaksinen, Kaisa Kanerva, Anna Rissanen, Riikka Ränninranta, and Veera Åberg. "Game-based situation awareness training for child and adult cyclists." Royal Society Open Science 4, no. 3 (March 2017): 160823. http://dx.doi.org/10.1098/rsos.160823.

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Safe cycling requires situation awareness (SA), which is the basis for recognizing and anticipating hazards. Children have poorer SA than adults, which may put them at risk. This study investigates whether cyclists' SA can be trained with a video-based learning game. The effect of executive working memory on SA was also studied. Thirty-six children (9–10 years) and 22 adults (21–48 years) played the game. The game had 30 video clips filmed from a cyclist's perspective. Each clip was suddenly masked and two or three locations were presented. The player's task was to choose locations with a potential hazard and feedback was given for their answers. Working memory capacity (WMC) was tested with a counting span task. Children's and adults' performance improved while playing the game, which suggests that playing the game trains SA. Adults performed better than children, and they also glanced at hazards more while the video was playing. Children expectedly had a lower WMC than adults, but WMC did not predict performance within the groups. This indicates that SA does not depend on WMC when passively viewing videos.

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López-Arcos, J. R., N. Padilla-Zea, P. Paderewski, and F. L. Gutiérrez. "Designing Stories for Educational Video Games." International Journal of Web-Based Learning and Teaching Technologies 12, no. 4 (October 2017): 1–13. http://dx.doi.org/10.4018/ijwltt.2017100101.

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The use of video games as an educational tool initially causes a higher degree of motivation in students. However, the inclusion of educational activities throughout the game can cause this initial interest to be lost. A good way to maintain motivation is to use a good story that is used as guiding thread with which to contextualize the other video game elements (characters, scenarios, challenges, scores, etc.). A method is necessary for analyzing the effectiveness of the story in a video game. The authors propose an analysis method that includes user-centered techniques. This method has been applied to several cases of study. In this paper, they describe its application to the design of an educational video game in the field of mathematics and an adventure game for training the reading skills.

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Harabagiu, Neculai. "The Importance of Using the “Data Volley” Software and of the “Data Video” System in the Tactical Training of the Middle Blocker for Official Games." GYMNASIUM XXI, no. 1 (June 29, 2020): 34. http://dx.doi.org/10.29081/gsjesh.2020.21.1.03.

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Nowadays, the level of professional volleyball has increased significantly, having such dynamic and speed of execution of the game actions, that it is very difficult to watch the game in its depth without using some special programmes of statistical analysis. In this context, for a fair and precise assessment of the game actions, there are used both statistical, as well as video evaluation software programmes, so as not to miss any important detail during the games. One of the most used programmes in professional volleyball is “Data Volley”, which includes a video system of analysis and evaluation called “Data Video”. These were designed so as to simplify the work of the coaches, in analysing their own game, as well as that of the other team. The purpose of this study is to analyse the game of the other team before official games, on offence and defence, using the “Data Video” system.

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Whitfill, Travis, Marc Auerbach, Maria Carmen G. Diaz, Barbara Walsh, Daniel J. Scherzer, Isabel T. Gross, and Mark X. Cicero. "Cost-effectiveness of a video game versus live simulation for disaster training." BMJ Simulation and Technology Enhanced Learning 6, no. 5 (October 4, 2019): 268–73. http://dx.doi.org/10.1136/bmjstel-2019-000497.

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IntroductionDisaster triage training for emergency medical service (EMS) providers is unstandardised. We hypothesised that disaster triage training with the paediatric disaster triage (PDT) video game ‘60 s to Survival’ would be a cost-effective alternative to live simulation-based PDT training.MethodsWe synthesised data for a cost-effectiveness analysis from two previous studies. The video game data were from the intervention arm of a randomised controlled trial that compared triage accuracy in a live simulation scenario of exposed vs unexposed groups to the video game. The live simulation and feedback data were from a prospective cohort study evaluating live simulation and feedback for improving disaster triage skills. Postintervention scores of triage accuracy were measured for participants via live simulations and compared between both groups. Cost-effectiveness between the live simulation and video game groups was assessed using (1) A net benefit regression model at various willingness-to-pay (WTP) values. (2) A cost-effectiveness acceptability curve (CEAC).ResultsThe total cost for the live simulation and feedback training programme was $81 313.50 and the cost for the video game was $67 822. Incremental net benefit values at various WTP values revealed positive incremental net benefit values, indicating that the video game is more cost-effective compared with live simulation and feedback. Moreover, the CEAC revealed a high probability (>0.6) at various WTP values that the video game is more cost-effective.ConclusionsA video game-based simulation disaster triage training programme was more cost-effective than a live simulation and feedback-based programme. Video game-based training could be a simple, scalable and sustainable solution to training EMS providers.

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Benoit, Julie Justine, Eugenie Roudaia, Taylor Johnson, Trevor Love, and Jocelyn Faubert. "The neuropsychological profile of professional action video game players." PeerJ 8 (November 17, 2020): e10211. http://dx.doi.org/10.7717/peerj.10211.

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In the past 20 years, there has been growing research interest in the association between video games and cognition. Although many studies have found that video game players are better than non-players in multiple cognitive domains, other studies failed to replicate these results. Until now, the vast majority of studies defined video game players based on the number of hours an individual spent playing video games, with relatively few studies focusing on video game expertise using performance criteria. In the current study, we sought to examine whether individuals who play video games at a professional level in the esports industry differ from amateur video game players in their cognitive and learning abilities. We assessed 14 video game players who play in a competitive league (Professional) and 16 casual video game players (Amateur) on set of standard neuropsychological tests evaluating processing speed, attention, memory, executive functions, and manual dexterity. We also examined participants’ ability to improve performance on a dynamic visual attention task that required tracking multiple objects in three-dimensions (3D-MOT) over five sessions. Professional players showed the largest performance advantage relative to Amateur players in a test of visual spatial memory (Spatial Span), with more modest benefits in a test of selective and sustained attention (d2 Test of Attention), and test of auditory working memory (Digit Span). Professional players also showed better speed thresholds in the 3D-MOT task overall, but the rate of improvement with training did not differ in the two groups. Future longitudinal studies of elite video game experts are required to determine whether the observed performance benefits of professional gamers may be due to their greater engagement in video game play, or due to pre-existing differences that promote achievement of high performance in action video games.

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Dirgantara, Harya Bima, and Henri Septanto. "A Prototype of Web-based Picture Cards Matching Video Game for Memory Improvement Training." IJNMT (International Journal of New Media Technology) 8, no. 1 (June 27, 2021): 1–9. http://dx.doi.org/10.31937/ijnmt.v8i1.1730.

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This study aims to design an action-arcade web-based picture card matching video game for memory improvement. Picture cards to be matched are animals that usually exist in zoos and farms, like monkey, cow, dog, pig, chicken, zebra, elephant, owl, and mouse. This research uses the prototyping process model with the communication stage, quick planning, modeling, construction, and launching. The results of this study are web-based video games for memory improvement training. From the results of the user experience testing, 68% of respondents informed that they felt it was easier to remember. Index Terms—video game; action-arcade; picture cards matching; prototyping; memory improvement training

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Pujianto, Dian. "THE DIFFERENCES OF INTRUCTIONAL MEDIA AND COORDINATION IN LEARNING OUTCOMES OF GROUNDSTROKES TENNIS ON NOVICE LEVEL ATHLETES." JIPES - JOURNAL OF INDONESIAN PHYSICAL EDUCATION AND SPORT 3, no. 1 (July 3, 2017): 19. http://dx.doi.org/10.21009/jipes.031.03.

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AbstractThe purpose of this study was to find out the differences in instructional media and coordination to learning outcomes on tennis groundstrokes of novice athletes. This experimental research with 2 x 3 of factorial design was conducted in the Bengkulu city, Data was collected through groundstrokes tennis test. The analysis of data outcomes was stated (1) demonstration and video tennis training media gave different learning outcomes of groundstrokes tennis on students. (2) demonstration and tennis video game media gave different learning outcomes of groundstrokes tennis on students. (3) video tennis training and tennis video game media gave different learning outcomes of groundstrokes tennis on students. (4) there were differences in instructional media and coordination skill on learning outcomes of groundstrokes tennis on students. (5) demonstration and video tennis training media gave different learning outcomes of groundstrokes tennis on students with high coordination skill. (6) demonstration and tennis video game media gave different learning outcomes of groundstrokes tennis on students with high coordination skill. (7) no learning outcomes differences of groundstrokes tennis between video tennis training and tennis video game media on students with high coordination skill. (8) no learning outcomes differences of groundstrokes tennis between demonstration and video tennis training media on students with low coordination skill. (9) no learning outcomes differences of groundstrokes tennis between demonstration and tennis video game media on students with low coordination skill. (10) video tennis training and tennis video game media gave different learning outcomes of groundstrokes tennis on students with low coordination skill.The results were recommended that video tennis training media should be used to train the skill of groundstrokes tennis on student with low coordination skill, while demonstration media should be used for novices with high coordination skill.Keywords : Instructional Media, Coordination, Groundstrokes.

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Katsarov, Johannes, Markus Christen, Ralf Mauerhofer, David Schmocker, and Carmen Tanner. "Training Moral Sensitivity Through Video Games: A Review of Suitable Game Mechanisms." Games and Culture 14, no. 4 (July 20, 2017): 344–66. http://dx.doi.org/10.1177/1555412017719344.

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The goal of this study is to support game designers in the selection and implementation of game mechanisms to promote players’ moral sensitivity (MS). A lack of MS may lead people to behave unethically, without awareness for their actions’ moral implications. In this study, we conduct a theory-based evaluation of 20 distinct game mechanisms in view of their potential to promote MS. MS is thereby operationalized in terms of three learning outcomes (LOs): empathic concern for relevant groups, alertness to values/principles, and awareness for one’s vulnerability to biases. This study suggests that MS is best promoted through a careful combination of game mechanisms, addressing all three LOs.

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Kurniawan, Rahadian, Wuriandietry Mayang Purnamasari, Restu Rakhmawati, and Dimas Panji Eka Jalaputra. "Development of Game for Self-Help Toilet Learning for Children with Autism." CommIT (Communication and Information Technology) Journal 12, no. 1 (May 31, 2018): 1. http://dx.doi.org/10.21512/commit.v12i1.4112.

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This study aims to develop a video game for toilet training materials as a medium for self-help learning for children with autism. Toileting skill is one of the basic self-help skills that children should master. In fact, teaching new things to children with autism is challenging. It requires a proper method to deliver the materials to these children. One of the effective learning media to teach self-help is to use visual media like video games. By using video games, children are expected to play and learn self-help skills, particularly about toileting. In addition, the video game is developed by applying certain design principles that fit with the needs of children with autism. The software is tested for its functionalities. Moreover, an implementation test is done by using observation communication analysis. Based on the results, the researchers conclude that the developed video game has implemented the proper design and materials related to toileting in accordance with the needs of children with autism. The respondents show positive results for using the video game.

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Hutchinson, Claire V., Doug J. K. Barrett, Aleksander Nitka, and Kerry Raynes. "Action video game training reduces the Simon Effect." Psychonomic Bulletin & Review 23, no. 2 (August 4, 2015): 587–92. http://dx.doi.org/10.3758/s13423-015-0912-6.

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Brown, Donald E., Anne Moenning, Stephanie Guerlain, Benton Turnbull, Daniel Abel, and Christine Meyer. "Design and evaluation of an avatar-based cultural training system." Journal of Defense Modeling and Simulation: Applications, Methodology, Technology 16, no. 2 (October 26, 2018): 159–74. http://dx.doi.org/10.1177/1548512918807593.

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The need for cultural training for members of the military, and supporting government and industrial organizations, has become more important because of the increasing expectations of effective collaborations between people of different cultures in order to achieve common security objectives. Additionally, the number and mix of countries, and cultural groups within those countries, make traditional classroom training less feasible. While good simulations have been built for cultural understanding, they have not been developed widely or used for pre-deployment training. This paper describes and evaluates an avatar-based game for pre-deployment training. The game is built around two scenarios from the Afghan culture: a market scenario, and a local leadership council scenario. The game also allows participants to reverse roles and play the part of an Afghan interacting with an American solider. To evaluate this avatar-based game, we developed an experimental design to test the effectiveness of the game versus commonly used video instruction, and to test the effectiveness of role reversals in training with games. Results show that participants trained with the avatar-based game had significantly improved understanding of Afghan culture ([Formula: see text]). However, role reversal did not improve performance. Additionally, responses to a questionnaire showed that participants in the avatar-based game had a much greater appreciation for their understanding of the Afghan culture than the more video-trained control group.

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Brilliant T., Denilson, Rui Nouchi, and Ryuta Kawashima. "Does Video Gaming Have Impacts on the Brain: Evidence from a Systematic Review." Brain Sciences 9, no. 10 (September 25, 2019): 251. http://dx.doi.org/10.3390/brainsci9100251.

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Video gaming, the experience of playing electronic games, has shown several benefits for human health. Recently, numerous video gaming studies showed beneficial effects on cognition and the brain. A systematic review of video gaming has been published. However, the previous systematic review has several differences to this systematic review. This systematic review evaluates the beneficial effects of video gaming on neuroplasticity specifically on intervention studies. Literature research was conducted from randomized controlled trials in PubMed and Google Scholar published after 2000. A systematic review was written instead of a meta-analytic review because of variations among participants, video games, and outcomes. Nine scientific articles were eligible for the review. Overall, the eligible articles showed fair quality according to Delphi Criteria. Video gaming affects the brain structure and function depending on how the game is played. The game genres examined were 3D adventure, first-person shooting (FPS), puzzle, rhythm dance, and strategy. The total training durations were 16–90 h. Results of this systematic review demonstrated that video gaming can be beneficial to the brain. However, the beneficial effects vary among video game types.

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Rojo, Teresa, Myriam González-Limón, and Asunción Rodríguez-Ramos. "Company–University Collaboration in Applying Gamification to Learning about Insurance." Informatics 6, no. 3 (September 19, 2019): 42. http://dx.doi.org/10.3390/informatics6030042.

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Incorporating gamification into training–learning at universities is hampered by a shortage of quality, adapted educational video games. Large companies are leading in the creation of educational video games for their internal training or to enhance their public image and universities can benefit from collaborating. The aim of this research is to evaluate, both objectively and subjectively, the potential of the simulation game BugaMAP (developed by the MAPFRE Foundation) for university teaching about insurance. To this end, we have assessed both the game itself and the experience of using the game as perceived by 142 economics students from various degree plans and courses at the University of Seville during the 2017–2018 academic year. As a methodology, a checklist of gamification components is used for the objective evaluation, and an opinion questionnaire on the game experience is used for the subjective evaluation. Among the results several findings stand out. One is the high satisfaction of the students with the knowledge acquired using fun and social interaction. Another is that the role of the university professors and the company monitors turns out to be very active and necessary during the game-learning sessions. Finally, in addition to the benefits to the university of occasionally available quality games to accelerate student skills training, the company–university collaboration serves as a trial and refinement of innovative tools for game-based learning.

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Jiang, Rui, and Min Yong Shi. "New Trend of Serious Game: Video Game for Cognitive Capability Training of the Aged." Applied Mechanics and Materials 556-562 (May 2014): 6492–95. http://dx.doi.org/10.4028/www.scientific.net/amm.556-562.6492.

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As an experience digital game, serious game takes training, education or treatment as its purposes, social learning, identity projection and other theories as development bases. It is featured with scientificity, multi-modal, narrative and exploration, and has been widely applied in such fields as military, education and healthcare, etc. In recent years, with increasing number of countries confronted with aging population problem, many researchers gradually shift attention to cognitive capacity training of the elderly by virtue of serious game. The article intends to discuss the research situation of video game for the aged as well as development direction of Chinese video game for the aged, by elaborating video game features for the aged and its significant advantages of prevention of Alzheimer’s disease.

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Dunbar, Norah E., Matthew L. Jensen, Claude H. Miller, Elena Bessarabova, Yu-Hao Lee, Scott N. Wilson, Javier Elizondo, et al. "Mitigation of Cognitive Bias with a Serious Game." International Journal of Game-Based Learning 7, no. 4 (October 2017): 86–100. http://dx.doi.org/10.4018/ijgbl.2017100105.

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One of the benefits of using digital games for education is that games can provide feedback for learners to assess their situation and correct their mistakes. We conducted two studies to examine the effectiveness of different feedback design (timing, duration, repeats, and feedback source) in a serious game designed to teach learners about cognitive biases. We also compared the digital game-based learning condition to a professional training video. Overall, the digital game was significantly more effective than the video condition. Longer durations and repeats improve the effects on bias-mitigation. Surprisingly, there was no significant difference between just-in-time feedback and delayed feedback, and computer-generated feedback was more effective than feedback from other players.

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Schmidt-Daly, Tarah N., Jennifer M. Riley, Charles R. Amburn, Kelly S. Hale, and P. David Yacht. "Video Game Play and Effect on Spatial Knowledge Tasks Using an Augmented Sand Table." Proceedings of the Human Factors and Ergonomics Society Annual Meeting 60, no. 1 (September 2016): 1429–33. http://dx.doi.org/10.1177/1541931213601328.

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Augmented-reality (AR) can be used to supplement current analog technology (e.g. traditional Sand Table EXercises; STEX) used in training spatial knowledge and tactical decision making in the U.S. military. By utilizing an Augmented REality Sand table (ARES), an effectiveness evaluation was executed in order to scientifically evaluate performance on spatial knowledge tasks across three mediums (paper map, Google Earth©, and ARES). Post hoc analyses performed on demographic data revealed significant individual difference factors between those who reported playing video games often and those who reported playing rarely or not at all. Video game players performed better than non-video game players on distance estimation tasks and when they were utilizing computer-based tools. Additionally, participants who rated themselves as good or excellent video game players saw significant value and utility in an augmented-reality solution. These results benefit the cumulative research base both in multimodal learning literature and in video game play on cognition and visuospatial alteration.

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Mangiron, Carme. "Game on! Burning issues in game localisation." Journal of Audiovisual Translation 1, no. 1 (November 14, 2018): 122–38. http://dx.doi.org/10.47476/jat.v1i1.48.

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Game localisation is a type of audiovisual translation that has gradually been gathering scholarly attention since the mid-2000s, mainly due to the increasing and ubiquitous presence of video games in the digital society and the gaming industry's need to localise content in order to access global markets. This paper will focus on burning issues in this field, that is, issues that require specific attention, from an industry and/or an academic perspective. These include the position of game localisation within the wider translation studies framework, the relationship between game localisation and audiovisual translation, game accessibility, reception studies, translation quality, collaborative translation, technology, and translator training.

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Esqueda, Marileide Dias, and Érika Nogueira de Andrade Stupiello. "Teaching video game translation: first steps, systems and hands-on experience / Ensinando tradução de videogame: primeiros passos, sistemas e experiência prática." Texto Livre: Linguagem e Tecnologia 11, no. 1 (June 30, 2018): 103–20. http://dx.doi.org/10.17851/1983-3652.11.1.103-120.

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ABSTRACT: Despite the significant growth of the game localization industry in the past years, translation undergraduate curricula in Brazil still lacks formal training in game localization, often leaving novice translators no alternative but to search for the required skills informally in game translation communities. Designing a video game localization course in translation undergraduate programs in public universities is a complex task in today’s reality, particularly due to limited access to free and authentic materials. This paper describes a game localization teaching experience at the undergraduate level with special focus on how to handle the linguistic assets of the online race game SuperTuxKart, while trying to shed some light on potential translation requirements of entertainment software and its incorporation into translation programs.KEYWORDS: video game localization; video game translation; translator training; translation undergraduate program; SuperTuxKart. RESUMO: A despeito do significativo crescimento da indústria de localização de games nos últimos anos, os currículos dos cursos de graduação em tradução ainda carecem de formação específica na localização de games, geralmente não oferecendo ao tradutor em formação alternativas outras senão a de adquirir informalmente, ou em comunidades on-line de gamers, os conhecimentos sobre a tradução desse tipo de material. Planejar um curso de localização de games para cursos de graduação em tradução torna-se uma tarefa complexa na realidade atual, particularmente devido ao acesso limitado a materiais livres e autênticos. Diante do exposto, este trabalho descreve uma experiência de ensino de localização de games em nível de graduação, com especial atenção às formas de manipulação dos ativos linguísticos do jogo online de corrida SuperTuxKart, com vistas a demonstrar as possíveis demandas tradutórias relacionadas a softwares de entretenimento e sua inserção na sala de aula de formação de tradutores.PALAVRAS-CHAVE: localization de videogame; tradução de videogame; formação de tradutores; graduação em tradução; SuperTuxKart.

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周, 希. "The Influence of Video Game Training on Cognitive Abilities." Advances in Psychology 04, no. 04 (2014): 515–22. http://dx.doi.org/10.12677/ap.2014.44070.

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Anguera, J. A., J. Boccanfuso, J. L. Rintoul, O. Al-Hashimi, F. Faraji, J. Janowich, E. Kong, et al. "Video game training enhances cognitive control in older adults." Nature 501, no. 7465 (September 2013): 97–101. http://dx.doi.org/10.1038/nature12486.

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Masson, Michael E. J., Daniel N. Bub, and Christopher E. Lalonde. "Video-game training and naïve reasoning about object motion." Applied Cognitive Psychology 25, no. 1 (January 2011): 166–73. http://dx.doi.org/10.1002/acp.1658.

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Belchior, Patrícia, Michael Marsiske, Shannon Sisco, Anna Yam, and William Mann. "Older Adults' Engagement With a Video Game Training Program." Activities, Adaptation & Aging 36, no. 4 (October 2012): 269–79. http://dx.doi.org/10.1080/01924788.2012.702307.

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Dunbar, Norah E., Claude H. Miller, Yu-Hao Lee, Matthew L. Jensen, Chris Anderson, Aubrie Serena Adams, Javier Elizondo, et al. "Reliable deception cues training in an interactive video game." Computers in Human Behavior 85 (August 2018): 74–85. http://dx.doi.org/10.1016/j.chb.2018.03.027.

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Cone, Benjamin D., Cynthia E. Irvine, Michael F. Thompson, and Thuy D. Nguyen. "A video game for cyber security training and awareness." Computers & Security 26, no. 1 (February 2007): 63–72. http://dx.doi.org/10.1016/j.cose.2006.10.005.

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Esqueda, Marileide Dias. "Training Translators for Video Game Localization: In Search of a Pedagogical Approach." Revista Brasileira de Linguística Aplicada 20, no. 4 (December 2020): 703–31. http://dx.doi.org/10.1590/1984-6398202016045.

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ABSTRACT Based on the assumption that video game localization inevitably has levels of collaboration among their agents, forming a collaborative continuum that involves localization managers, translators, localization coordinators, and linguistic testers, who directly or indirectly influence the game to be localized, game localization teaching can also adopt a collaborative approach, dynamically promoting experience exchanges between translation teachers and students, and other collaborators. Accordingly, this paper, conceived as a didactic proposal of qualitative and naturalistic bias (GILE, 2009; CHESTERMAN; WILLIAMS, 2002), describes possibilities for incorporating video game localization in translation teaching using a collaborative pedagogical approach (KIRALY, 2000).

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Thai, Elaine, and Anil R. Kumar. "How Haptic Feedback in a Mixed Reality Pool Game Affects Real-Life Pool Performance." Proceedings of the Human Factors and Ergonomics Society Annual Meeting 63, no. 1 (November 2019): 2323–27. http://dx.doi.org/10.1177/1071181319631294.

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Mechanisms for training pool skills have evolved from manually setting up balls in different positions on the table and hitting them one-by-one to now using technology to precisely set up these plays and practice the game virtually. The aim of this study was to investigate how adding haptic feedback into a pool video game affects transfer of training into real-life pool skills. A 2 x 4 mixed factorial design was used to see how haptic feedback (its absence or presence) and four types of shots affect pool performance. Half of the participants experienced the pool video game without haptic feedback while the other half experienced it with haptic feedback. Performance before and after the video game practice was recorded as successful or unsuccessful, with a series of the same 40 pre- and post-video-game shots. Results from 38 participants are presented, and their implications are discussed.

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d’Escriván, Julio, and Nick Collins. "Musical Goals, Graphical Lure and Narrative Drive: VisualAudio in Games." Journal of Visual Culture 10, no. 2 (August 2011): 238–46. http://dx.doi.org/10.1177/1470412911402896.

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Musical computer games and their reward structures are transforming solitary and participative music making. Visuals in musical games tend to assume the role of music in video games as they become incidental to the gameplay or provide graphical aid for musical decision making. Constrained manifestations of musical skill in game software simulations point towards the development of real world musical skills. Yet, arguably, no video game so far developed requires the kind of sophisticated expression that a musician hones by training. The time-scale for mastery is an order of magnitude greater in traditional musical instruments and teaching, but we may be at the dawn of a new audiovisual musical learning paradigm.

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Borissov, Borislav. "THE OPPORTUNITIES OF GAMIFICATION IN BUSINESS PLANNING TRAINING." Knowledge International Journal 28, no. 1 (December 10, 2018): 285–90. http://dx.doi.org/10.35120/kij2801285b.

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The attitude of society towards education change due to changes in the needs for education, shifts of young people's attitudes and preferences, the dynamism of life, the demand for “ad hoc” learning that saves time and practical applicability of the acquired knowledge, and the pursuit of quick professional realization. This means that the conventional training methods should either be modified or replaced with new methods that would meet these requirements. Such a new method is the gamification – an educational approach to learning by using video game design and game elements. Its goal is to maximize enjoyment and engagement through capturing the interest of learners and inspiring them to continue learning. This paper investigates some of the most popular types of computer games whose logical structures can be used to develop training games. Gamification is compared with the case-study approach in terms of automated computing, student feedback throughout the training process, changes that may be made in the course of the game to create new situations to which trainees are required to respond, achievement rate feedback, gradual increase of the game difficulty level by setting increasingly difficult tasks. The comparison clearly outlines the advantages of the new approach, viz. greater learners’ enjoyment of the learning content, improved engagement and more active participation in the learning process. The paper presents six models of computer games that can be used for training in the field of business planning in both secondary and higher schools (forecasting a company's market share, organizing production at minimal cost, profit maximization, risk mitigation, sales and output planning, and optimization of return on equity.) Each game is described in terms of the input data that should be provided to the participants at the beginning of the game, parameters that will be changed in the course of the game, restrictive conditions, and the role of the player/trainee.

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Du, Yufeng, Quan Zhao, and Xiaochun Lu. "Semantic Extraction of Basketball Game Video Combining Domain Knowledge and In-Depth Features." Scientific Programming 2021 (September 4, 2021): 1–12. http://dx.doi.org/10.1155/2021/9080120.

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The team sports game video features complex background, fast target movement, and mutual occlusion between targets, which poses great challenges to multiperson collaborative video analysis. This paper proposes a video semantic extraction method that integrates domain knowledge and in-depth features, which can be applied to the analysis of a multiperson collaborative basketball game video, where the semantic event is modeled as an adversarial relationship between two teams of players. We first designed a scheme that combines a dual-stream network and learnable spatiotemporal feature aggregation, which can be used for end-to-end training of video semantic extraction to bridge the gap between low-level features and high-level semantic events. Then, an algorithm based on the knowledge from different video sources is proposed to extract the action semantics. The algorithm gathers local convolutional features in the entire space-time range, which can be used to track the ball/shooter/hoop to realize automatic semantic extraction of basketball game videos. Experiments show that the scheme proposed in this paper can effectively identify the four categories of short, medium, long, free throw, and scoring events and the semantics of athletes’ actions based on the video footage of the basketball game.

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O'Connor, Thomas J., Rory A. Cooper, Shirley G. Fitzgerald, Michael J. Dvorznak, Michael L. Boninger, David P. VanSickle, and Lisa Glass. "Evaluation of a Manual Wheelchair Interface to Computer Games." Neurorehabilitation and Neural Repair 14, no. 1 (March 2000): 21–31. http://dx.doi.org/10.1177/154596830001400103.

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The sedentary lifestyle of many people with spinal cord injury (SCI) has lead to cardiovascular diseases being a major health concern. A suitable exercise program may help improve the SCI individual's cardiovascular fitness level. GAMEWheels is an in terface between a custom wheelchair roller system and a computer that enables an individual to control computer video games by driving his or her wheelchair. The purpose of Phase 1 was to evaluate the design of the GAMEwhccls system and to determine the type of computer video game that is likely to motivate wheelchair users to exercise. Phase 2 included physiologic testing of wheelchair users and the GAMEWheels system to investigate whether the system elicits an exercise training re sponse. Thirty-five subjects were recruited to evaluate the GAME Wheels by playing three commercial computer games (Phase 1) and to identify the computer game that they would prefer to use when exercising. The feedback from Phase 1 was used with test subjects to verify that the GAMEWheels system elicits an exercise training effect (Phase 2). Phase 2 included 10 subjects using the GAMEWheels system to play Need for Speed II. During game play, physiologic data were collected and the subjects' oxy gen consumption and heart rate were analyzed. Analysis showed that the GAMEWheels system induced nine subjects to reach their training zone, defined as 50% and 60% of their maximum oxygen consumption and heart rate, respectively. This study demon strates that the GAMEWheels system elicits an exercise training response. Keywords: Wheelchair—Exercise—Computer games—Fitness—Design.

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Novak, Elena, and Ilker Soyturk. "Effects of Action Video Game Play on Arithmetic Performance in Adults." Perception 50, no. 1 (January 2021): 52–68. http://dx.doi.org/10.1177/0301006620984405.

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This experimental study investigated the state (short-term) effects of action video game (AVG) training on arithmetic performance and their persistence over time. In addition, it examined group differences between experienced and novice AVGers. Twenty-nine college students without a prior AVG experience were randomly assigned to one of the two training groups: AVG and non-AVG. After 40 minutes of video game training, the arithmetic problem-solving speed and accuracy of non-AVG group increased, while the AVG group’s arithmetic performance decreased, thus suggesting a possibility of state effects of a non-AVG training on arithmetic performance. The state effects did not persist over time; on a delayed posttest, both groups’ arithmetic performance was similar to their pretraining scores. In addition, there were nonsignificant differences in arithmetic performance between experienced and novice AVGers. Implications for investigating the game mechanics and transfer mechanism between the game and transfer task are discussed.

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Ballesteros, Soledad, Jennifer Rieker, josé M. Reales, julia Mayas, María Pilar Jiménez, Antonio Prieto, and Pilar Toril. "IS COMBINED TRAINING MORE EFFECTIVE THAN SINGLE-DOMAIN TRAINING: A RANDOMIZED CONTROLLED TRIAL WITH OLDER ADULTS." Innovation in Aging 3, Supplement_1 (November 2019): S721. http://dx.doi.org/10.1093/geroni/igz038.2644.

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Abstract Previous research suggests that both cognitive training and physical exercise help to maintain brain health and cognitive functions that decline with age. The main objectives of this four-arms RCT are (1) to investigate the synergetic effects of a group-based multidomain training program that combines cognitive video-game training with physical exercise, in comparison to those produced by cognitive training combined with physical control activity, physical training combined with cognitive control activity, or a combination of both control activities; (2) to investigate in a memory-based task switching task whether event Related Potential (ERP) latencies of the P2 component are shorter, and N2 and P3b components are enhanced after training; and (3) to find out whether possible enhancements persist after a 3-month period without training. One hundred and twenty participants will be randomly assigned to one of the four combinations of cognitive training and physical exercise. The cognitive component will be either video-game training (cognitive intervention, CI) or video games not specifically designed to train cognition (cognitive control, CC). The physical exercise component will either emphasize endurance, strength, and music-movement coordination (exercise intervention, EI) or stretching, toning and relaxation (exercise control, EC). This RCT will investigate the short and long-term effects of combined multi-domain training compared to cognitive training and physical training alone, on executive control and memory functions of healthy older adults, in comparison with the performance of an active control group. This trial is an ongoing project started in 2018. Trial registration: Clinicaltrials.gov ID: NCT03823183; https://register.clinicaltrials.gov/

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Ebrahimzadeh, Mohsen. "Readers, Players, and Watchers: EFL Students’ Vocabulary Acquisition through Digital Video Games." English Language Teaching 10, no. 2 (January 4, 2017): 1. http://dx.doi.org/10.5539/elt.v10n2p1.

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The present study investigated vocabulary acquisition through a commercial digital video game compared to a traditional pencil-and-paper treatment. Chosen through cluster sampling, 241 male high school students (age 12–18) participated in the study. They were randomly assigned to one of the following groups. The first group, called Readers, involved those who learned vocabulary through intensive reading; the second group, Players, learned vocabulary through playing a digital video game; the third group, Watchers, were trained through watching two classmates play the digital video game. The vocabulary items were first pretested. Next, each group underwent training for five weeks (one session a week). Then, the vocabulary items were posttested. Also, field notes were made. To compare the three groups, a mixed between within subjects ANOVA was run. Results indicated that the Players and Watchers outperformed the Readers. It is concluded that digital video games can be beneficial complementary activities for vocabulary acquisition in high school classrooms.

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Journal articles on the topic 'Video game training'

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