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What Can We Learn From Playing Interactive Games?

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Abstract

Interactive games are powerful environments for learning. Research consistently finds that players learn new skills, knowledge, insights, attitudes, or even behaviors, in games that challenge them to think, explore, and respond. How do games stimulate and support learning? Consider the following features of well-designed games, found also in the best non-game learning environments. Typically, interactive games challenge players to solve compelling problems. Players learn by doing, in a virtual setting that responds to every move and decision they make. They interact with the game environment, develop skills to succeed in that environment, and rehearse those skills repeatedly. They have opportunities to experiment, fail, and try again until they succeed, and they receive help when needed. Games usually adapt to players’ abilities and keep the level of difficulty in a range that is challenging but not impossible for each individual. Players receive feedback on their progress and they are able to see how their choices enhance or hinder the desired outcome. They learn what is valued by receiving rewards (e.g., gaining points or status) or punishments (e.g., losing points or status) for their decisions and performance. They may also observe role-model characters experiencing positive or negative consequences for their behaviors. And, players often collaborate with other people so they can learn from each other and develop strategies to use in a game. These well-established approaches to teaching and learning occur with skillful tutors and classroom teachers, and also with interactive games. It is important to note that the capacity of games to teach does not guarantee that their lessons will be desirable ones. For example, the entertainment industry has produced a variety of popular games that promote fear, hate, and violence. Most studies investigating games’ effects on players’ emotions, attitudes, and behaviors conclude that players learn these lessons well, sometimes to the point of antisocial behavior. On the other hand, games designed to teach more valuable lessons can also be effective, and the curriculum of games has been expanding into new topic areas and applications. Almost any message could be conveyed, condoned, and rehearsed in an interactive game. To paraphrase former FCC Commissioner Nicholas Johnson’s famous quotation made decades ago about the effects of television, and substituting “games” for “television,” it is fair to say today that “All (interactive) games are educational games. The question is: What are they teaching?” To begin to answer that question, and to consider implications for future game design, this chapter cites research that has identified the kinds of learning that takes place with games and, in some cases, how this learning happens. It organizes current research on interactive games and learning into nine areas: • Motivation to learn • Perception and coordination • Thinking and problem-solving • Knowledge • Skills and behaviors • Self-regulation and therapy • Self-concepts • Social relationships • Attitudes and values -------------------- This chapter appears in the book, Playing Video Games: Motives, Responses, and Consequences. Bibliographic citation: Lieberman, D.A. (2006). What can we learn from playing interactive games? Chapter in P. Vorderer & J. Bryant (Eds.), Playing video games: Motives, responses, and consequences. Mahwah, NJ: Lawrence Erlbaum Associates, pp. 379-397.

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... Games can attract and maintain attention; a key component for effective behavior change. Compelling interactive phone-based games can expose players to essential health related content thousands of times and also give players unlimited opportunities to rehearse new skills and receive personalized feedback on health choices made within the game [28][29][30]. ...
... Games have been shown to be efficacious in promoting fitness, improving weight management, and improving safer sex skills [27,28,30,31]. For example, a HIV/AIDS-prevention computer game called Life Challenge was developed by the New York State Department of Health to enhance safer sex negotiation by adolescents and young adults. ...
... Games can attract and maintain attention, which is a key component for effective behavior change. Compelling interactive games can expose players to essential health-related content thousands of times and also give players unlimited opportunities to rehearse new skills and receive personalized feedback on health choices made within the game [28,35]. We are not aware of other adherence interventions that integrate medication adherence monitoring technology, text messaging, and a theoretically informed game to improve information, motivation, and behavioral skills for PrEP adherence. ...
... Much of the work in this area draws on concepts from social and cognitive psychology as inspiration, but our main tools are still AI and ML techniques. [4] In addition, because games are a low-cost approach to behavioral research, and because the analytical data collected in games is often very extensive, there is a unique opportunity to apply machine learning and data mining tools. As the number of players reaches 100,000 or more, commercial game companies can collect vast amounts of data that describe the player experience. ...
... This semantic interpretability can help us understand the game qualities that make a player unique, that predict cognitive processes, or that explain player motivation. [4] ...
Article
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In this era of scientific and technological progress, digital media has made great contributions to the world and modern art and design works. The Internet has helped many artists make their work more visible and accessible to audiences around the world. Advanced technology has also enabled artists to transform and manipulate their work, thus becoming an important artistic medium. This paper summarizes the characteristics of interactive technology and new media, and analyzes the development and application of new media interactive art in experience.
... Many gamification features are grounded in behaviour change theory and utilize operant learning principles with demonstrated behaviour change effectiveness (e.g., reinforcement; Deterding et al., 2011). Gamification also includes the use of a storyline (Lieberman, 2006), which involves a compelling narrative with clear rules, challenging and achievable goals. Storytelling is an established method to purposefully learn from another's experiential knowledge (Anderson et al., 2018) and is perceived as pleasurable (Mayes et al., 2001). ...
... This is the first study to apply an ACT-based riskreduction early-intervention program for ED, delivered digitally and utilizing gamification principles. Further, this is the first program to utilize a third-person perspective, employing social learning principles (Bandura, 1965;2001) as a way to learn vicariously from the game characters' experience, helping that character deal with their difficulties, which in turn is hypothesized to encourage behaviour change in the person themselves (Lieberman, 2006). Individuals with EDs tend to be more interpersonally sensitive and follow social models or scripts to gain acceptance from peers, thus the utilization of social learning principles may be well suited. ...
Article
Background Digital early-intervention programs for a variety of psychological conditions, including eating disorders (EDs) are increasing. Yet, none to date have leveraged gamification and vicarious learning components grounded in empirically-supported therapeutic approaches to engage young people at risk for developing EDs in behaviour change. Purpose The current paper describes the development and preliminary acceptability and feasibility testing of AcceptME, a novel self-directed, gamified digital ED early-intervention program based on Acceptance and Commitment Therapy (ACT). AcceptME helps women and girls identified at risk for an ED relate differently to their thoughts and feelings, such that these experiences do not have undue influence over their behaviour and actions can instead be guided by personal values. Methods Users learned skills of psychological flexibility by helping a third-person avatar (a main character in a storyline) navigate situations that elicit distressing thoughts/feelings, and via interactive exercises, practiced applying these skills to their own experiences. Young women and girls in the Republic of Cyprus with high weight concern scores (N = 58, Mage = 15.27, SD = 2.25) completed six 30-min digital sessions and reported on session and intervention acceptability. Results Attrition was 46.55%. Of those who completed treatment, the majority of participants were either “Very” (40%) or “Mostly” (57%) Satisfied with the program. Fifty-two percent reported that the program “Helped a lot,” and 48% said it “Helped a bit.” Conclusion: Digital technology and gamification have advantages for engagement and delivery. The current study suggests a promising direction for early ED interventions to reach at risk youth and preliminary data to guide development.
... After six months of playing, diabetic patients decreased their emergency visits by 77 percent [99]. Therefore, well-designed games can provide powerful interactive experiences that can foster young children's learning, skill building, self-care and healthy development [100]. ...
... Moreover, several studies emphasize the educational and academic potential of VGs that may become effective and 'exemplary teachers' [12,82] providing fun and motivating contexts for deep learning in a wide range of content [12], such as school learning [96], rehabilitation activities [46,47], new health care and protection behavior development and the enhancement of specific skills [97,99,100]. Similarly, the literature data document that the intensive use of VGs results in generalized improvements in cognitive functions or specific cognitive domains, and in behavioral changes [1]. ...
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A growing number of children and adolescents play video games (VGs) for long amounts of time. The current outbreak of the Coronavirus pandemic has significantly reduced outdoor activities and direct interpersonal relationships. Therefore, a higher use of VGs can become the response to stress and fear of illness. VGs and their practical, academic, vocational and educational implications have become an issue of increasing interest for scholars, parents, teachers, pediatricians and youth public policy makers. The current systematic review aims to identify, in recent literature, the most relevant problems of the complex issue of playing VGs in children and adolescents in order to provide suggestions for the correct management of VG practice. The method used searches through standardized search operators using keywords related to video games and the link with cognition, cognitive control and behaviors adopted during the pandemic. Ninety-nine studies were reviewed and included, whereas twelve studies were excluded because they were educationally irrelevant. Any debate on the effectiveness of VGs cannot refer to a dichotomous approach, according to which VGs are rigidly ‘good’ or ‘bad’. VGs should be approached in terms of complexity and differentiated by multiple dimensions interacting with each other.
... This feeling of fun is created in the players through their feeling of achievement, a sense of exploration, the reward of completing a level, or simply winning a game (Zichermann, 2010). If this element of play is incorporated into the learning experience, an intrinsic interest in the task can follow (Lieberman, 2006). The fun part in a gamified environment is the product of solving problems and overcoming challenges as they engage critical thinking skills. ...
... "Desirable difficulties," as Yue et al. (2013) called them (p. 266), are important qualities, according to Lieberman (2006). For individuals experiencing growth -to be motivated-there is a need for their belief that they can organize their actions and control the consequences, as well as their believes that they can perform the required tasks in addition to their sense of engaging in and belonging to the society. ...
... In the United States, 99% of teenage males and 94% of teenage females play video games, and 46% of all video gaming occurs on mobile phones or portable devices (Anderson, 2015;Raney, Smith, & Baker, 2006). The widespread appeal of gaming among youth creates a unique opportunity to deliver interventions to YLWH during leisure time and outside of the clinic (Lee & Peng, 2006;Lieberman, 2006). ...
... There are many advantages to using newer interactive technology to improve adherence, rather than traditional face-to-face counseling, including scalability, efficiency, and cost effectiveness. Since electronic games are highly appealing to adolescents and young adults (Lieberman, 1997) they are a natural opportunity to deliver health education during leisure time and outside of the clinic (Hightow-Weidman et al., 2017;Lieberman, 1997Lieberman, , 2006Raney et al., 2006;Thompson et al., 2010). We are not aware of other adherence interventions that integrate medication adherence monitoring technology, text messaging, and a theoretically informed game to improve information, motivation, and behavioral skills for ART adherence. ...
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Background: Despite promising outcomes of antiretroviral therapy (ART), challenges to improving adherence among youth living with HIV (YLWH) exist. Mobile games are popular among youth and may improve skills related to resilience, coping, and ART adherence. This study examines the preliminary effects of an iPhone game/app on ART adherence, viral load, and relevant knowledge and attitudes among YLWH in Jackson, MS. Methods: A RCT with 61 YLWH tested the impact of BattleViro, an ART-related iPhone game, over 16 weeks. Participants, ages 14-26, were recruited from HIV clinics and randomly assigned to receive BattleViro or a non-HIV-related game. All participants received a medication monitoring device. Chi-square and t-test analyses examined baseline differences between conditions. Continuous outcomes were examined using analyses of covariance (ANCOVAs) controlling for baseline scores. Cohen's d effect size differences (ESD) between groups were calculated. Results: The sample was 79% male, 97% Black, and 74% non-heterosexual, with a mean age of 22 years. A third had started ART in the past 3 months. There were no demographic differences between conditions. Examination of ESDs revealed that BattleViro demonstrated promising, but nonsignificant, improvements in HIV knowledge (ESD = 0.50), ART knowledge (ESD = 0.42) and social support (ESD = 0.62). Exploratory moderation analyses revealed interactions between BattleViro and newly starting ART. Those newly starting ART in the BattleViro condition, compared to those in the control, experienced a 0.96 log greater decrease in viral load (ESD=-2.21, F = 4.33, p = 0.04), better adherence (71% vs. 48%; ESD = 1.15, F = 3.90, p = 0.05), more HIV knowledge (ESD = 0.90), and more ART knowledge (ESD = 0.72). Conclusion: BattleViro showed promising improvements in HIV knowledge, ART knowledge and social support. Also, there was improved adherence and viral load outcomes specifically among those newly starting ART. ART initiation may be an opportunity to empower and motivate YLWH to build healthy skills.
... Various companies have produced motion sensing devices for exergaming [4], such as cameras or controllers that detect the player's movement, which is transferred to the game environment and displayed on-screen as a movement of a character or of an avatar representing the player [1,6]. The release of the Wii gaming console, the Wii Remote controller, and the Wii Balance Boar, a device that tracked the player's center of balance, together with the Wii Sports and Wii Fit exergames, in 2006-2007 by Nintendo, revolutionized exergaming enabling players to perform sports (e.g., tennis) movements, yoga, strength, aerobics and balance training using the controller and/or the balance board [7,8]. ...
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Two studies were conducted to examine the acute effects of exergaming on students’ executive functions and to explore their situational interest regarding these games in elementary physical education. The first study involved a two-group, repeated measures, cross-over quasi-experimental design. Participants were 74 (36 boys) fourth- and fifth-grade students who were assigned to the experimental (38 students) and the waiting list control (36 students) group. The single physical education session with exergames was first implemented with the initial experimental group and after the post-test, the waiting list control group received the intervention. In the second study, a pre-test post-test, the within-subjects design was involved with the experimental group students (48 fourth- and fifth-grade students, 27 boys) who participated in a booster single physical education session with exergames two months after their involvement in a four-week intervention with cognitively challenging physical activity games. Both studies involved pre- and post-intervention measures for executive functions using the design fluency test and a post-test measure for situational interest. During the acute session, students had to follow the movements of an on-screen dancing character in time to a chosen song of the Just Dance 2015 exergame. The results of the first study showed that experimental group students improved significantly from pre- to post-test their scores in design fluency and in cognitive flexibility and in the total score of the design fluency test and their improvements were higher compared to the waiting list control group. The waiting list control group students, after receiving the acute session with exergames, significantly improved their scores in design fluency, inhibition, and cognitive flexibility and in the total score of the design fluency test compared to their pre-intervention scores. Moreover, the second study showed that students’ total score in the design fluency test improved significantly from pre- to post-intervention. In both studies, students reported generally high scores in all subscales of the situational interest questionnaire. These results suggested that an acute exergame-based physical education session attracted students’ interest and positively triggered their executive functions.
... In sum, playing a board game is participating in a social learning activity (Xu et al 2011), where players learn through active human-to-human interactions, with immediate feedback that can be used to understand actions and their respective consequences (Lieberman 2006). In team building activities one of the main objectives Content courtesy of Springer Nature, terms of use apply. ...
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The widespread emergence of board games for entertainment, teaching, and to replicate real-life scenarios shows that they are here to stay. Also, board games have been redesigned to address new societal challenges in engineering, education, and training. One of their facets is to explore the potential to promote collaboration while providing learning spaces. Literature review on collaborative games points to their potential for collective learning. However, serious, consistent, and systematic evaluation of this collaborative learning potential is still scarce. The authors explore games as learning spaces, through a game session. A tool called “Collaboratories” is used to collect feedback to evaluate the board games contribution for collaboration, allowing a critical reflection on how the game session has impacted the ones involved in it and on the potential and drawbacks of the experience. This work has a twofold purpose: (1) to report on the games redesign to promote collaboration among the ones involved and (2) to evaluate this process through a systematic and versatile methodology—“Collaboratories.” The authors reflected on participants’ assessment of this collaborative session, presenting the main results, to support the potential of board games to generate collaboration through an evaluation using a collaborative tool.
... Health-oriented SGs are innovative tools for coping with behavioral and mental disorders to optimize the health care [22,24,25]. Additionally, these games provide an opportunity to practice, learn, and strengthen skills, including cognitive assessment and reinforcement [26,27]. Research has shown the positive effect of using these games on strengthening cognitive ability [24,27]. ...
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Introduction Early diagnosis of cognitive impairment and improving cognitive function of patients with mild cognitive impairment (MCI) are of particular importance for preventing Alzheimer's disease (AD). Health-oriented serious games (SGs) could be innovative tools for evaluating and improving cognitive status. In this study, a SG will be developed to evaluate and improve cognitive status of patients with MCI based on different cognitive aspects of mini-mental state examination (MMSE) and Addenbrooke's cognitive examination-revised version (ACE-R). Furthermore, the SG will be validated and assessed in diagnosing and improving the cognitive status of patients with MCI. Material and methods This qualitative and quantitative study includes four steps. In the first step, the literature is reviewed systematically. In the second step, game stories and scenarios are designed for the proposed game series based on the results of step 1 in collaboration with the clinical experts. Then, a game will be designed for the different cognitive aspects of MMSE and ACE-R. The third step includes the technical design and development of the game and usability evaluation. 60 participants in two healthy or patient (who are at the MCI stage) groups will be selected using convenience and purposive sampling methods based on inclusion and exclusion criteria. In the fourth step, evaluation of the serious game for patients with MCI is performed. We will conduct correlation analysis to evaluate the degree of coordination between the game and the cognitive test results. Moreover, we will evaluate the effect of the game on improving cognitive status through a before-after study. Results The correlation between the game and MMSE/ACE-R results will be calculated. Furthermore, the MMSE/ACE-R mean difference before and after playing the game will be examined. The results of machine learning algorithms and indicators such as sensitivity and specificity to evaluate the effectiveness of the game in disease diagnosis will also be reported. Conclusion Medical staff who intend to use SGs for diagnosing MCI can choose the game based on the results of correlation between different games and aspects of psychological tests. Moreover, examining the impact of each game on the cognitive status could help therapists choose games that could improve the cognitive status of people with MCI. The results could also be useful for technical designers who intend to design suitable games for the patients with MCI.
... JáLieberman [2006] lista alguns benefícios do uso de jogos para aprendizagem:• eles proporcionam ao jogador uma experiência ativa; • encorajam o jogador a aprender fazendo; • são um meio social que proporciona ao jogador interações entre pessoas e respostas emocionais; • são participativos, fornecendo ao jogador feedback personalizado e rápido; • são envolventes. A participação faz com que o jogador preste muita atenção. ...
... While increases in both self-efficacy and enjoyment beliefs for physical activity were not significant, the slight increase may suggest that youth may feel positively about exergaming as a physical activity option. Self-efficacy has been established as a significant predictor for engagement in exercise and physical activity (McAuley & Blissmer, 2000;Baranowski et al. 1998), and exergaming is an innovative way to increase self-efficacy for physical activity (Liberman, 2006). For example, Dos Santos and colleagues (2016) studied children in an exergaming program and found statistically significant increases in exercise self-efficacy, particularly among overweight children. ...
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With the increase of childhood obesity and sedentary behavior, it is essential to discover innovative ways to motivate youth to be more active. Many Hispanic children in the United States in obesogenic environments particularly lack opportunities for physical activity (PA). Exergames (i.e., motion-based video games) may enhance PA among at-risk populations. This study investigated the impact of exergaming on at-risk, Hispanic high school students with respect to physical activity self-efficacy (PA-SE), PA enjoyment, and intention to be physically active through a 10-week Exergaming Activity Program. Instrumentation included the PA-SE Questionnaire and the PA Enjoyment Scale. Paired-samples t-tests, confirmed by Wilcoxon signed rank tests for paired data, revealed that PA-SE, PA enjoyment, and PA intention increased from the beginning to the end of the program, but PA intention was the only measure that was statistically significant. Results provide insight for physical educators and PA leaders into a possible way to increase PA among at-risk youth living in environments where outside PA opportunities are scarce or unsafe.
... JáLieberman [2006] lista alguns benefícios do uso de jogos para aprendizagem:• eles proporcionam ao jogador uma experiência ativa; • encorajam o jogador a aprender fazendo; • são um meio social que proporciona ao jogador interações entre pessoas e respostas emocionais; • são participativos, fornecendo ao jogador feedback personalizado e rápido; • são envolventes. A participação faz com que o jogador preste muita atenção. ...
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Nosso objetivo consiste em abordar conceitos e definições de Ética e como se aplicam à Sistemas de Informação, tanto do ponto de vista prático como da pesquisa. Para isso, serão conduzidos os temas de ética aplicada à pesquisa em Sistemas de Informação e ética aplicada à engenharia de Sistemas de Informação. São apresentados e discutidos casos reais e perspectivas atuais e futuras e interação. Cobrimos a relação entre a Ética e Sistemas de Informação, incluindo tópicos recorrentes e essenciais tanto ao pensar quanto ao fazer sistemas de informação, proteção de dados e privacidade, crimes cibernéticos, propriedade intelectual, ética profissional, plágio, consentimento, comitê de ética, entre outros.
... Já Lieberman [2006] lista alguns benefícios do uso de jogos para aprendizagem: ...
... JáLieberman [2006] lista alguns benefícios do uso de jogos para aprendizagem:• eles proporcionam ao jogador uma experiência ativa; • encorajam o jogador a aprender fazendo; • são um meio social que proporciona ao jogador interações entre pessoas e respostas emocionais; • são participativos, fornecendo ao jogador feedback personalizado e rápido; • são envolventes. A participação faz com que o jogador preste muita atenção. ...
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This short course aims to provide a panoramic view of the fundamental steps of acquiring and managing data practice in data journalism. It will be conducted using MySql databases resources and query language basic structures. Through the introduction of anonymization, cleansing, and transformation techniques, participants will be encouraged to practice these techniques in order to increase students’ data literacy. A real case of data acquisition and management of violence against women will be applied to foment flashes of inspiration to this short course in order to amplify students’ critical view and empathy about data journalism’s social issues.
... However, even in the case of entertainment games that are used for learning, the game domain-specific content-to a large extent the simulation models-needs to be oriented to learning goals, i.e., the games show a high degree of realism in the previously defined sense. However, in general, simulation models of entertainment games in educational contexts are attributed inaccuracies [19]. The entertainment game studied here, Cities: Skylines, also appears to lack technical accuracy for the domain urban planning [20]. ...
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For games used in educational contexts, realism, i.e., the degree of congruence between the simulation models used in the games and the real-world systems represented, is an important characteristic for achieving learning goals well. However, in the past, the realism of especially entertainment games has often been identified as insufficient. Thus, this study is investigating the degree of realism provided by the popular city builder game Cities: Skylines. To this purpose, the simulation model of Cities: Skylines is analyzed regarding the support of the domain urban water management (UWM). Thereby, different degrees of realism in UWM-related game components are revealed. All in all, there are still considerable deficits regarding the degree of realism in the CS simulation model. However, modding as a means of achieving more realistic simulation models is more widely supported than in the past.
... Interactive games are powerful environments for learning. Research consistently finds that players learn new skills, knowledge, insights, attitudes, or even behaviours, in games that challenge them to think, explore, and respond (Lieberman, 2006). ...
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The teachers’ beliefs and practices are believed to be contributing to the development of learner autonomy as it is demanded from the latest curriculum in Indonesia, 2013 Curriculum. However, the teaching practices still employ traditional teaching in which it has significantly influenced the development of learner autonomy in the classroom context. The present study aims at investigating the EFL teachers’ beliefs and practices in elevating learner autonomy in the classroom context This study employed explanatory mixed-method in which fifty English teachers took part as the participants for the quantitative data collection and three out of them were selected purposively to participate in the qualitative data collection. This study employed two instruments namely: questionnaire and interview. The present study revealed that the participants perceived positive perception related to the development of learner autonomy in the classroom context. The EFL teachers believed that their responsibilities in teaching will affect to the development of learner autonomy as it is required in the current curriculum. The EFL teachers employed various approaches and strategies to elevate the learner autonomy both inside and outside the class. Then, it needs teachers’ background knowledge and as well as their time management to cope with the challenges during the implementation of learner autonomy in the classroom context. Thus, further research needs to investigate gender-based perceptions and attitudes among Indonesian EFL teachers on learner autonomy
... Play offers adults the opportunity to practice concepts that may not have been explicitly or formally taught such as, how to manage misinformation or deceit. Other examples include teamwork, competition, cooperation, transfer of skills and leadership (Lieberman, 2006). It can be concluded that although play is just one of many tools used by adults, it remains a necessary one. ...
Thesis
This thesis is an ethnography of video gamers and video game events. It considers the social and cultural practices of video gamers away from the video game screen, and in particular focuses on those who participate in, and attend, various video game related events. Previous studies on video games have often focused on the isolation of video gamers (in small groups) or the textual analysis of video games themselves. However, these focuses have often been too closely aligned with a very narrow understanding of (direct) play, which often ignore the social aspect of video gaming away from the video game screen. Using an ethnographic approach, consisting of questionnaires, interviews, group interviews, and extensive observational research, this research considers the social significance of video games in enabling and maintaining social networks, patterns and the identity formations of those who attend various video game events across the United Kingdom; including video game conventions [MCM Comic Con, Eurogamer/EGX Rezzed, Play Expo], tournaments and competitions [Edmas 2, Edintines, Manchester Monthly Regionals], local area network parties [Insomnia Gaming Festivals i50/i51/i52/i53/i54/i55/i56], game related musical events [Video Games Live, Final Fantasy Orchestral concerts and Legend of Zelda Orchestral concerts] and other video game practices away from the video game screen. The research findings suggest that video game events are not just about playing video games. Video game events provide a unique opportunity for video gamers, who are usually separated by distance, to come together and interact in meaningful ways, besides gaming itself. Many of those who attend video game events often engage themselves through various forms of socialisation, tuition, and social progression, that are often taken for granted. Therefore, this research seeks to provide an understanding of an important, but largely under-researched aspect of video gamer culture.
... The positive effects of playing games have been established in many different domains. These include, for example, increasing students' motivation to learn in a school environment, the acquisition of more expert knowledge and digital skills, as well as improving the performance of surgeons (Lieberman 2006;Ritterfeld and Weber 2006;Gee 2007;Goris, Jalink, and Ten Cate Hoedemaker 2014). There are three reasons usually given for these effects. ...
... Chess has been recognized as a sport by the German Olympic Sport Confederation, and requires considerable mental, if not physical, exertion (Hallmann & Giel, 2018). Video games require similar mental focus and quick decision making (Lieberman, 2006). These similarities and arguments lead us to propose that eSports and the enjoyment of watching them can be compared with traditional sports spectatorship. ...
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Just as theorists predicted, developments in sports spectatorship technology have changed the way we think about and enjoy sports. Each year, eSports amasses a larger following. Though its existence traces back to the early 1980s, competitive gaming has emerged recently as a superpower that is seemingly impossible to ignore. But why do hundreds of thousands of people gather at their computers, or at sold-out arenas to watch players compete at video games? In this study, eSports are analyzed through the lens of the disposition theory of sports spectatorship. The results indicate that the enjoyment of watching eSports competitions operates similarly to that of traditional sports spectatorship. Familiarity with the teams and the sport or game being viewed seems to be an important factor in how eSports are enjoyed, and evidence suggests that watching eSports engenders the same or similar reactions as does watching traditional sports. This study aims to pave the way for future, more robust research on eSports spectatorship and why people enjoy watching other people play video games.
... The presence of narratives in role-playing games helps to create memorable and pleasurable experiences, with players likening games in this genre to interactive story books and films [35]. Stories also act as intrinsic motivators, encouraging players to overcome obstacles and challenges in order to see what happens next in the story [42,58,88]. ...
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Building on game design and education research, this paper introduces narrative-focused role-playing games as a way to promote visualization literacy in young children. Visualization literacy skills are vital in understanding the world around us and constructing meaningful visualizations, yet, how to better develop these skills at an early age remains largely overlooked and understudied. Only recently has the visualization community started to fill this gap, resulting in preliminary studies and development of educational tools for use in early education. We add to these efforts through the exploration of gamification to support learning, and identify an opportunity to apply role-playing game-based designs by leveraging the presence of narratives in data-related problems involving visualizations. We study the effects of including narrative elements on learning through a technology probe, grounded in a set of design considerations stemming from visualization, game design, and education science. We create two versions of a game -- one with narrative elements and one without -- and evaluate our instances on 33 child participants between 11- to 13-years old using a between-subjects study design. Despite participants requiring double the amount of time to complete their game due to additional elements, the inclusion of such elements were found to improve engagement without sacrificing learning; our results indicate no significant differences in development of graph-reading skills, but significant differences in engagement and overall enjoyment of the game. We report observations and qualitative feedback collected, and note areas for improvement and room for future wook.
... Therefore, the intention of developing a serious game is not enough. The occurrence or not of these intentional effects can only be determined retrospectively by empirical research (Durkin, 2006;Lee and Peng, 2006;Lieberman, 2006;Ritterfeld and Weber, 2006). However, these studies cannot be generalized (Watt, 2009), primarily because of the obvious differences in game design and content, which make each game different from the others. ...
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This project aims to demonstrate the communicative and educational possibilities offered by ICT in the promotion and enhancement of museum heritage. To this end, the researchers have outlined a workflow that includes both a technical-engineering component and a psychological component for the development of a serious game, designed to educate users in a pleasant way and applied to a small museum institution located in an ancient building in the city of Milan: the Studio Museo Achille Castiglioni, which hosts a collection of design objects created by one of the most important designers of the 20th century. Virtual Reality was considered the most effective means to make it possible to remotely enjoy the 3D space, thanks to its ability to fully immerse the user in the game space and to physically and emotionally involve him or her through interactive elements, allowing to learn by acting, to live a first-person experience as the protagonist of the visit and not just as a spectator.
... Nevertheless, playing video games offers a powerful interactive environment able to cause a broad array of experiences which, in my opinion, are very far from those lived in a conventional instructionist class. Quite the opposite, players, by just playing a game, can learn new skills, knowledge, insights, attitudes or behaviors that challenge them to think, explore, respond [8] and even create, depending on the game genre, like in the best constructivist learning environments. Thus, as far as learning approach is concerned, it does not make any difference if learners play or make games since games are usually educational per se and constructivism can occur during both playing and making. ...
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This document introduces the learning approach and projected outcomes of the author's ongoing PhD research, which aims to deliver guidelines for the use of game based learning techniques, with game making at its core, in chemical engineering education. Since making games requires some technical knowledge that chemical engineering students do not usually possess, the author is developing a custom made editor to make games intuitively without needing programming skills. Additionally, a game design workshop is included in the learning experience to ease the difficulties of beginners when creating games. All in all, the strategy facilitates hands on sessions that extend traditional education, during which chemical engineering content is approached differently than in a conventional class. Students work in teams, embrace a constructivist learning approach to create an educational game and participate in a hackathon-like event (game jam) to mention some of the features included in this learning experience.
... Games can either be designed to promote learning or cognitive development or take the form of simulations that allow students to practice their skills in a virtual environment. According to Rieber (1996) and Lieberman (2006) the benefits of player motivation and involvement are attributed to their recreational dimension. Liu, Horton, Olmanson, and Toprac (2011) report a positive relationship between endogenous motivation and learning outcomes in a digital learning game. ...
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... The methodological approaches and sample size in the studies were not considered. According to the study of Lieberman (2006), children stated that fun is the main reason for playing dancebased EG. In addition, social interaction, dancing, enjoying the difficulties of the game and admiring their own skills are other reasons for preference. ...
Article
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The rapid growth of children's interest in the digital world leads educators to use this interest to meet learning outcomes. In this respect, the use of computer-based simulations and video games as educational tools is a necessity rather than an innovative method for educators. In recent years, school-based physical activity (PA) programs based on active video games/exergames (EG) have begun to be implemented. The aim of this review was to investigate the effects of EG as an educational tool in physical education (PE) lessons in terms of children's social, affective, and cognitive domains. The literature obtained by researching in Pubmed, Uludağ E-Library and Google Academic databases without date limitation was examined with systematic review methodology. In conclusion, EG creates the potential to have a positive impact on social, cognitive and affective domain skills such as PA perception, collaboration, leadership, self-management, motor learning, memory, awareness and peer learning. Even if EG alone does not replace a teacher or a lesson, it can enrich the learning environment in PE. EG can be not only an important source of motivation for active participation in PE lessons for children but also an effective educational tool for the teacher.
... Аветисовой [29] показано, что, по мнению самих геймеров, игра развивает способность концентрировать и распределять внимание, контролировать ситуацию, развивает восприятие и пространственное воображение. По данным D.A. Lieberman, геймеры обладают развитыми навыками оперирования с информацией, планирования деятельности, постановки и проверки гипотез, принятия решений [30]. ...
Article
Статья посвящена проблеме исследования индивидуально-типологических особенностей участников киберспортивных игр. Раскрыта специфика киберспорта как новой социокультурной практики, показана актуальность развития психологии спорта как междисциплинарной области знания. Рассмотрены основанные направления исследований психологических характеристик киберспортсменов : анализ позитивных и негативных эффектов влияния занятий киберспортом и компьютерных игр на физическую активность и психологическое здоровье, выявление мотивов игры, когнитивных и личностных характеристик киберспортсменов. Показано, что исследования индивидуально-типологических особенностей киберспортсменов, в отличие от представителей традиционных видов спорта, являются малоизученными. Их выявление и описание позволит определять склонность к определенным дисциплинам киберспорта, разрабатывать психологические основания повышения результативности тренировочной и соревновательной деятельности киберспортсменов с учетом их индивидуальности, предупреждать психологические риски занятия киберспортом. На основании результатов эмпирического исследования свойств нервной системы, типологических характеристик темперамента, самооценки волевых качеств определена специфика проявления индивидуально-типологических характеристик киберспортсменов в зависимости от класса игр. Установлены взаимосвязи между индивидуально-типологическими свойствами киберспортсменов, мотивами заняния киберспортом и характеристиками киберспортивной деятельности. Составлены типологические портреты представителей трёх классов киберспортивных игр: «Шутеры», « MOBA » и «Файтинги».
... Children learn quite naturally without the direction of adults, and play is very often the mode of that children develop skills and knowledge (Kleiber 1976). Research consistently finds that players learn new skills, knowledge insights, attitudes or even behaviors in games that challenge them to think, explore, and respond (Lieberman 2006). Kahoot! ...
Article
Kahoot! is a game-based learning platform used to review students' knowledge, for formative assessment or as a break from traditional classroom activities. It is among the most popular game-based learning platforms, with 70 million monthly active unique users and used by 50% of US K-12 students. Since the platform was released in 2013, many studies have been published on the effect of using Kahoot! in the classroom, but so far, no systematic analysis of the results. This article presents the results of a literature review on the effect of using Kahoot! for learning and, more specifically, on how Kahoot! affects learning performance, classroom dynamics, students' and teachers' attitudes and perceptions, and students' anxiety. The literature review includes 93 studies, and the main conclusion is that Kahoot! can have a positive effect on learning performance, classroom dynamics, students' and teachers' attitudes, and students’ anxiety. However, there are also studies where Kahoot! has little or no effect. The main challenges mentioned by students include technical problems such as unreliable internet connections, hard to read questions and answers on a projected screen, not being able to change answer after submission, stressful time-pressure for giving answers, not enough time to answer, afraid of losing, and hard to catch up if an incorrect answer had been given. Further, the main challenges mentioned by teachers include getting the difficulty level of questions and answers right, problems related to network connectivity, scoring based on how quickly the students answer reducing student reflection and cause some students to guess without thinking, that some students can have a problem with failing a quiz, and some teachers find it challenging to use the technology.
... All the research work carried out on the relevance of serious games in learning processes has demonstrated the effectiveness of serious games in engaging and motivating students during their learning ( Bourgonjon et al., 2010;Gibbs, 1992;Kim & Chang, 2010;Lieberman, 2006;Pandey & Zimitat, 2007;Squire, 2003;Virvou et al., 2005;Zepp, 2005). ...
Conference Paper
In this work, we present a new model of teaching based on flipped classroom and serious gaming in order to improve the efficiency of the training in experimental science at the university. We shall demonstrate the relevance of this model regarding the scientific disciplines particularly, the cell biology. The proposed study is based on a statistical investigation on the module of cell biology teached during the first year of undergraduate bachelor in the faculty of science Ben M'sick at Hassan II university of Casablanca. There is a consensus that both flipped classroom and serious games have a significant potential as tools for instruction and they must be used appropriately in pedagogical and learning strategies. However, their effectiveness in terms of learning outcomes are still understudied mainly due to the complexity involved in building, managing and assessing
... O Gamification 2 investigava tecnologias para criar uma rede social gamificada como espaço de aprendizagem. Nesse contexto, a criação de jogos se justificou a partir da concepção de que os jogos digitais podem ser elementos motivadores no processo de aprendizagem, o que vai ao encontro das ideias de pesquisadores como Gee (2003) e Lieberman (2006). ...
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Este artigo relata o processo de desenvolvimento de um protótipo de serious game e sua análise preliminar como ferramenta de aprendizagem de lógica de programação. O jogo apresentado foi desenvolvido como trabalho de conclusão do curso de Bacharelado em Tecnologias Digitais, no contexto de um projeto de pesquisa da Universidade de Caxias do Sul. Para esse fim, foram investigadas as relações entre serious games e a Zona de Desenvolvimento Proximal (ZDP). A pesquisa teórica inicial demonstrou que jogos têm potencial de perturbar a ZDP e que a diversão desempenha um papel importante nos serious games. Alice e o Mistério dos Algoritmos é um jogo de plataforma 2D no qual a mecânica principal são os enigmas de lógica de programação. O jogo foi elaborado com base no framework DPE, uma metodologia de desenvolvimento específica para serious games, e desenvolvido na engine Unity. Os dados da pesquisa foram constituídos a partir de uma sessão de playtesting e de um questionário, os quais foram analisados e relacionados ao aporte teórico. A análise preliminar demonstrou que o jogo tem potencial para atuar como ferramenta de aprendizagem de lógica de programação.
... Individuals can also use them to practice collaborative decision making (Daylamani-Zad, Angelides, & Agius, 2016) and to facilitate social networks (Gaudiosi, 2011;McGonigal, 2011). Video games also see use as therapeutic tools (Lieberman, 2006; and training aides for certain disorders and psychotherapy sessions (Griffiths, Davies, & Chappell, 2003;Gunter, 2005). Research has found that video games help players develop an affinity for technology, develop their problem-solving skills, and enhance their motor and spatial skills. ...
... In the context of psychological impacts, these motion-based games may provide opportunities for social interaction that may influence self-efficacy, happiness, and motivation (Staiano & Calvert, 2011). The results of studies on social aspects on such games have shown that social interaction with other players/ classmates is important motivation to participate in the learning procedure (Lieberman, 2006). The playful nature of these games attracts easily the children's attention increasing their self-efficacy (Staiano & Calvert, 2011) and their overall emotional state expressed as positive emotions during play . ...
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The relationship among bodily movements, cognitive abilities, and academic achievement in children is receiving considerable attention in the research community. The embodied learning approach is based on the idea of an inseparable link between body and mind in learning, aiming for teaching methods that promote children’s active engagement in the classroom. This study implements embodied learning as a part of the classroom curriculum in a real classroom environment using motion-based games. A total of 52 elementary students engaged in embodied learning in-class activities for four months. The data-set included standardized pre-post testing for children’s cognitive and academic performance, general learning analytics from games’ usage, interviews, and observations from the teachers involved. Findings showed significant effects both on children’s cognitive abilities (i.e., short-memory skills) and academic performance (i.e., expressive vocabulary). This article contributes to the educational technology community by providing an example of implementing embodied learning via use of motion-based technologies in a real classroom environment.
... Studies have concluded that virtual environments, like games, are effective as an exposure therapy, to overcome people's fears. For people who have fear of cyber space, and are unaware of the potential risks, they could get a simulated environment where they can test their knowledge before facing the real one [31]. We finalized on using a fun and entertaining serious game methodology for phishing awareness training. ...
Conference Paper
Game based cyber-security training for enterprise users is a topic which is relatively less researched upon. We intended to conduct an experiment on this topic with Phishy, a game based phishing awareness training, and thus find answers to the following questions: a) Do enterprise, tech-savvy users benefit from having a game based training so that this methodology could be widely used for training important topics on a large scale? b) Will such a game be engaging to the associates and will they come back to play it more than once? c) Will the game be capable of helping them? Phishy game was successfully completed by 8071 associates within a month. From their game data, it was found that the associates who completed the game showed a significant improvement in identifying phishing links. This paper explains the design, development and analysis of Phishy, an online serious game that we developed for providing phishing awareness training to enterprise users.
Preprint
In this paper I describe elements of Game-Based Learning that can be used to support mathematics teaching using games. After creating a game that incorporates the elements described, the game was playtested against a small number of people who answered a questionnaire focusing on user experience, learning motivation and game design. The results are attached separately as well as the analysis. I believe that with further development this game-based approach can be a powerful tool to gamify common learning tools and increase learning motivation and appreciation.
Chapter
Embodied learning method provides interaction with a real or virtual world when we start a learning process by using this method. For example, physical movement plays a significant role when we learn a new sport. The purpose of embodied learning will make the mind and body work together to enhance the learning process with physical feedback and actions. This technology collects the physical, biological, personal data, visual systems that keep track of movement with wearable sensors, and mobile devices respond to behavior such as tilting and supporting the motion. This chapter introduces Embodied learning, its principles on bringing it to the classroom, and how it can help the students.
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Η συγκεκριμένη εισήγηση έχει ως σκοπό να παρουσιάσει τον τρόπο προσέγγισης της τέχνης, αξιοποιώντας το εκπαιδευτικό παιχνίδι σε ένα περιβάλλον μη τυπικής εκπαίδευσης. Η παιδαγωγική αξία του παιχνιδιού είναι αναμφισβήτητα μεγάλη και τα οφέλη του πολλαπλά, καθώς ψυχαγωγεί, αναπτύσσει τη δημιουργικότητα και τη φαντασία αλλά και συμβάλει στην νοητική και πνευματική καλλιέργεια των παιδιών. Η τέχνη αποτελεί κι αυτή ένα μέσο δημιουργικής έκφρασης, επικοινωνίας και κατανόησης του κόσμου και του πολιτισμού. Σημαντικός παράγοντας στην επίτευξη των παραπάνω αποτελεί το περιβάλλον και το πλαίσιο στο οποίο πραγματοποιούνται. Ένα περιβάλλον μη τυπικής εκπαίδευσης, όπως τα μουσεία, οι χώροι προαγωγής παιδείας και πολιτισμού, τα ψυχαγωγικά πάρκα κ.ά. δύναται να ενισχύσει τη μαθησιακή εμπειρία των παιδιών, καθώς στηρίζεται εξολοκλήρου στη βιωματική μάθηση. Σε αυτούς τους χώρους οι μαθησιακές εμπειρίες των παιδιών χαρακτηρίζονται από τα προσωπικά τους κίνητρα και ενδιαφέροντα και κυρίως από τη συνειδητή επιλογή τους στο τι, πότε και πού θα μάθουν. Ένας τέτοιος χώρος είναι και το κέντρο ξένων γλωσσών και δανειστική βιβλιοθήκη το Σπίτι της Αντουανέττας, στο οποίο δραστηριοποιείται ο Σύλλογος Ελληνογαλλικής Φιλίας «Το Σπίτι της Αντουανέττας» στην Αλεξανδρούπολη. Οι εκπαιδευτικές δράσεις του Συλλόγου καλύπτουν ένα ευρύ φάσμα ενδιαφερόντων. Πέραν των άλλων δράσεων πραγματοποιούνται και δημιουργικά εργαστήρια μία φορά την εβδομάδα για παιδιά προσχολικής και πρώτης σχολικής ηλικίας, όπου μέσα από το παιχνίδι, τη δημιουργία, την καλλιέργεια της φαντασίας και την ψυχαγωγία επιδιώκεται αφενός, η δημιουργική απασχόληση των παιδιών και αφετέρου η ενίσχυση της ελληνογαλλικής φιλίας, η προώθηση της γαλλικής γλώσσας και του γαλλικού πολιτισμού καθώς και ο εντοπισμός κοινών στοιχείων αναφοράς ή αντιθέσεων που μπορεί να υπάρχουν ανάμεσα στις δύο κουλτούρες. Στη συγκεκριμένη ανακοίνωση θα παρουσιαστούν κάποια από τα δημιουργικά εργαστήρια που υλοποιήθηκαν για την προσέγγιση και γνωριμία με διαφορετικές μορφές τέχνης, αξιοποιώντας ποικιλία μουσικοκινητικών, επιδαπέδιων, γλωσσικών παιχνιδιών καθώς και παιχνιδιών μυστηρίου και κυνήγι θησαυρού.
Article
Over recent decades, the common understanding of hearing impairment has improved. People are more concerned with hearing impairment and have come to a consensus that care and positivity must be addressed. Therefore, recent trends in children with hearing disabilities inclusion have started in regular schools. The holistic training program provides opportunities for everyday people to learn about their abilities and special skills. The teacher needs to take care of the locomotive and object control skills of the child through the development of necessary motor skills to meet life requirements, such as walking, running, throwing, etc. The current study explores the ability of primary school children with hearing loss to incorporate an exergame to improve fundamental motor skills within an inclusive physical education classroom in Saudi Arabia. The study used a Qualitative Method and carried out a content analysis together with a Systematic Literature Review to understand the research carried out in this field. A detailed analysis was carried out of secondary data from articles indexed in Scopus and the websites of the scientific databases and other related documents in the field of study. This study would expand the research awareness related to the success of vital engine skills in elementary school children with hearing impairment through the use of an exergame in comprehensive physical education.
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Improvement of teacher-student class interaction has been obtaining greater progresses thanks to technological development with the addition of practical resources and modern facilities in educational institutions. The use of game-based response systems for enhancing language skills inside an EFL classroom has reported benefits mainly for certain particular skills like grammar and sentence structuring. In this study, the online gaming platform Kahoot! was used specifically for enhancing the reading comprehension skill through a period of nearly three months on students of A2 level from Universidad de Cuenca in Ecuador. The intervention of the Kahoot! website focused on the comprehension and remembering of specific details by means of quizzes. The research design of this study used a mixed-method based on the Hypothetico-Deductive approach to research and data collection instruments, as well as their further analysis and interpretation. Pre and posttests were used in order to compare the results before and after the methodology. The outcomes revealed a statistical improvement with favorable effects regarding the pre and posttests and also a general learner acceptance towards the stated methodology. Further research is suggested on the use of Kahoot! for reading comprehension improvement purposes and its continuous use as a supporting tool for remembering specific details of texts, together with other subskills which could possibly be benefitted from this methodology in the field of EFL instruction.
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The inhibitory control is a component of the executive functions that allows the individual to inhibit inadequate behaviors, resist distractions and select a relevant stimulus when executing activities. In the neuropsychology field, evidences of stimulation and improvement of the inhibitory control through school interventions is sought by using computerized software, such as digital games. These research studies constitute an important investigation area within the executive functions in ecological approaches. This paper presents a systematic mapping study on inhibitory control stimulation in elementary school children with the use of digital games. The investigation encompassed an automated database search with further backward snowballing procedure with the final selection for additional publications as research strategy. The automated search considered six databases: SCOPUS, PubMed, IEEE Explore Digital Library, ACM Library, Springer Link, and Scielo. The initial database search found 641 works published between 2014 and 2019. After the exclusion and inclusion criteria were considered, three publications related to digital games or mobile applications were found and selected for analysis, which focused on inhibitory control or correlated processes stimulation in school-based interventions with elementary school children. Results indicated that investigations within the field are incipient, pointing to an emerging research area.
Article
Building on game design and education research, this paper introduces narrative-focused role-playing games as a way to promote visualization literacy in young children. Visualization literacy skills are vital in understanding the world around us and constructing meaningful visualizations, yet, how to better develop these skills at an early age remains largely overlooked and understudied. Only recently has the visualization community started to fill this gap, resulting in preliminary studies and development of educational tools for use in early education. We add to these efforts through the exploration of gamification to support learning, and identify an opportunity to apply role-playing game-based designs by leveraging the presence of narratives in data-related problems involving visualizations. We study the effects of including narrative elements on learning through a technology probe, grounded in a set of design considerations stemming from visualization, game design and education science. We create two versions of a game – one with narrative elements and one without – and evaluate our instances on 33 child participants between 11- to 13-years old using a between-subjects study design. Despite participants requiring double the amount of time to complete their game due to additional narrative elements, the inclusion of such elements were found to improve engagement without sacrificing learning; our results indicate no significant differences in development of graph-reading skills, but significant differences in engagement and overall enjoyment of the game. We report observations and qualitative feedback collected, and note areas for improvement and room for future work.
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The design of serious games does not always address players’ empathy in relation to their cognitive capacity within a demanding game environment. Consequently players with inherent limitations, such as limited working memory, might feel emotionally drained when the level of empathy required by a game hinders their ability to cognitively attain the desired learning outcome. Because of the increasing attention being given to serious games that aim to develop players’ empathy along with their cognitive competencies, such as Darfur is Dying (Ruiz et al., 2006), there is a need to investigate the empirical relationship between players’ cognitive load and empathy development capacity during serious game play. Therefore this chapter examines cognitive load theory and empirical work on empathy development to propose a conceptual framework to inform the research and design of serious games that have empathy as part of the learning outcomes. Future research should focus on implementation and empirical validation of the proposed framework.
Chapter
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The design of serious games does not always address players’ empathy in relation to their cognitive capacity within a demanding game environment. Consequently players with inherent limitations, such as limited working memory, might feel emotionally drained when the level of empathy required by a game hinders their ability to cognitively attain the desired learning outcome. Because of the increasing attention being given to serious games that aim to develop players’ empathy along with their cognitive competencies, such as Darfur is Dying (Ruiz et al., 2006), there is a need to investigate the empirical relationship between players’ cognitive load and empathy development capacity during serious game play. Therefore this chapter examines cognitive load theory and empirical work on empathy development to propose a conceptual framework to inform the research and design of serious games that have empathy as part of the learning outcomes. Future research should focus on implementation and empirical validation of the proposed framework.
Chapter
In this chapter, the authors consider how computer games can be beneficial for learning and education purposes. How computer games can start the learning progress, capture the imagination, enable creativity and storytelling, and provide an understanding of the power of computing is discussed. Also considered is how games might introduce girls (and boys) to a wide range of 21st century skills, which may lead to greater engagement in science, technology, and engineering subjects. However, due to the masculinity of computer games and the computer game culture more generally, the gender divide is a major disadvantage in the uptake of games for learning.
Chapter
Researching young children and mobile media unpacks the concept of digital dexterity. This chapter draws on literature that recognises the diverse cultural, social, and material contexts that help to shape childhood development of digital skills and competency in an ongoing, uneven, and distributed process. And so, as this book explores through various spaces and products of young children’s mobile media practice, digital dexterity is not simply a purely physical or bodily capacity, but instead something that is produced and distributed through a diversity of relations in the ways mobile media technologies are imagined, mobilised, and mediated. That is, how mobile media are imagined through popular discourses surrounding both interfaces and children’s digital literacies, mobilised through the environments in which children encounter and engage with media, and mediated by parental norms as well as the design and affordances of digital products in, for example, codifying touch and gesture. These imaginaries, mobilisations, and mediations of young children’s digital dexterity map onto broad areas of academic interest—discourses of digital interfaces and associated literacies, affordances, and ecologies of household media, and the governance or mediation of children’s media practices—which are discussed in this chapter.
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In this work, we present a new model of teaching based on flipped classroom and serious gaming in order to improve the efficiency of the training in experimental science at the university. We shall demonstrate the relevance of this model regarding the scientific disciplines particularly, the cell biology. The proposed study is based on a statistical investigation on the module of cell biology teached during the first year of undergraduate bachelor in the faculty of science Ben M’sick at Hassan II university of Casablanca. There is a consensus that both flipped classroom and serious games have a significant potential as tools for instruction and they must be used appropriately in pedagogical and learning strategies. However, their effectiveness in terms of learning outcomes are still understudied mainly due to the complexity involved in building, managing and assessing.
Article
Understanding digital supports for early learning is paramount for school readiness and later mathematics learning. We present results from a randomized control trial evaluating a digital app (Measure Up!) and a parent companion app (Super Vision) designed to teach children measurement concepts, a skill that many teachers do not feel comfortable teaching. Ninety-nine 4- and 5-year-old children were randomly assigned to one of three conditions: Measure Up!, Super Vision + Measure Up!, or a control game. Analyses revealed a statistically significant effect of being in the treatment group (Measure Up! or Measure Up! + Super Vision) on children's posttest scores (about two additional questions correct), controlling for the pretest and demographic characteristics (gender, SES). In particular, gains were made for children's understanding of pan balances. There was no significant difference between the two treatment groups. Results suggest that apps can be designed to help children learn important mathematics skills; however, more research needs to be done to understand how parent supports can be better designed. Implications for evaluation and design of game-based learning tools are discussed.
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Background Young people aged under 25 years make up an increasing proportion of the population in emerging economies such as Kenya, where half of new adult HIV infections are among 15- to 24-year olds. Interventions targeting this age group have the potential to avert HIV infections among an increasingly large at-risk population. Interactive communication technologies offer a promising platform for reaching young people in engaging ways. Objective Tumaini is a narrative-based smartphone game designed to help young Africans protect themselves from HIV. The objective of this study was to pilot test the game, focusing on the data needed to inform a future randomized controlled efficacy trial, including assessments of study feasibility and safety. Methods The study took place in Kisumu Town, western Kenya, in spring 2017. The game-based intervention was pilot tested for 16 days with a sample of 60 preadolescents aged 11 to 14 years. Participant recruitment was initiated through schools. Participants were randomly assigned to the control or intervention arms of the study. One parent for each of the intervention arm participants was also recruited (n=30). The intervention arm participants were provided with smartphones on which Tumaini was loaded so that they could play the game at home. Youth completed behavioral surveys at baseline, posttest, and 6-week follow-up. The intervention arm participants provided quantitative feedback on their experience of the game-based intervention at posttest. They and their parents further participated in postintervention focus group discussions. Feasibility-related study metrics were collected on recruitment, enrollment, attrition, safety of participants, and return of phones. Results Recruitment and enrollment of the 60 preadolescents and parents were successfully completed within 18 days. No participants were lost to follow-up: all youth completed all 3 waves of the survey and 27 intervention arm youth and 22 parents and caregivers participated in the focus groups. No safety concerns were reported. All phones were returned after the intervention period; none were damaged or lost. All intervention arm participants initiated gameplay, recording a mean exposure time just under 27 hours. Conclusions Findings indicate that it is feasible and safe to test a smartphone-based HIV prevention intervention for very young adolescents in urban and peri-urban sub-Saharan Africa by initiating recruitment in schools and temporarily providing youth participants with smartphones on which the game is loaded. A randomized controlled trial powered to assess the efficacy of the game-based intervention is being designed to be carried out in the same geographic area as the pilot, using similar methods. Trial Registration ClinicalTrials.gov NCT03054051; https://clinicaltrials.gov/ct2/show/NCT03054051 (Archived by WebCite at http://www.webcitation.org/6wjwpX8Bg.) International Registered Report Identifier (IRRID) DERR1-10.2196/11209
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В исследовании рассматривались психологические характеристики киберспортсменов: свойства нервной системы, мотивы киберспортивной деятельности, волевые качества личности, направленность личности в игровом процессе (коллективизм-индивидуализм) и особенности принятия решений. Выбор этих характеристик был сделан на основании пилотажного исследования, в котором изучались мнения экспертов (профессиональных киберспортсменов) о психологических факторах успешности в данном виде спортивной деятельности. Выборка исследования включала 56 респондентов в возрасте от 17 до 29 лет (средний возраст —22 года). Основную группу исследования составили 42 человека —участника киберспортивных игр, объединенные в 3 подгруппы по 14 человек в соответствии с дисциплинами компьютерного спорта, в которых соревнуются данные игроки (класс «Шутеры», класс «MOBA», класс «Файтинги»). Критерием для отбора респондентов являлось участие в киберспортивных турнирах, проходящих в off-line режиме. В число участников исследования вошли: экс-чемпионка России по дисциплине «Tekken Tag Tournament», рейтинговые участники международных соревнований, участники профессиональных киберспортивных команд, а также призёры соревнований различного уровня. В зависимости от вида компьютерной игры киберспортсмены различаются по частным свойствам нервной системы («сила тормозного процесса» и «инертность нервных процессов»), выраженности мотива «коллективистская направленность», по общему показателю воли и волевым качествам инициативность, энергичность, смелость и деловитость; на уровне тенденции представлены различия по частному свойству нервной системы «сила возбудительного процесса».Влияние игрового стажа проявляется в различиях по парным факторам темперамента S и N (снижается склонность к поведению типа S и увеличивается, к поведению типа N); влияние времени, уделяемого киберспорту, проявляется в различиях по волевым качествам ответственность, инициативность, энергичность; влияние успешности в киберспорте влияет на мотивацию и волевые качества киберспортсменов. На основе анализа эмпирических данных были составлены типологические портреты представителей трёх классов киберспортивных дисциплин («Шутеры», «MOBA» и «Файтинги»).
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Introduction: The number of older adults with serious mental illness (SMI) is predicted to reach 15 million by 2030. Social isolation is known to contribute to morbidity and mortality, and those with SMI experience more social isolation than older adults in the general population. Social isolation in these older adults is complex and involves factors including organic psychopathology, effects of medications and/or other substances, medical co-morbidity, disability, and social stigma. The burgeoning field of inquiry of exergames, which are video games with gestural interfaces, for older adults has found that they are safe, effective, enjoyable, and may decrease social isolation. This qualitative study was conducted to gain insight into the effects of group exergame play on the psychosocial wellbeing of older adults with SMI. Methods: We explored the psychosocial effects of a 10-week group exergame program for 16 older adults with SMI using grounded theory methodology within a symbolic interactionist framework. Results: Participants experienced positive social contact, engaged in social attunement, and expressed motivation to take risks and face problem-solving and physical challenges. Two interrelated concepts emerged from the integrated data: Social connectedness and competence. The theoretical construct that was abducted from these concepts was that play and playfulness were the vehicle for many interacting social processes to take place. Conclusion: Group play through exergames for older adults with SMI may promote recovery and healthy aging by increasing social integration, improving self-efficacy, and promoting physical health through exercise.
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