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An introduction to Serious Game Definitions and Concepts
... He et al. [17] designed a mobile application for learning the daily terms of the Qiang language, proving the value of digital technical support. Serious games [1] have proven to be one of the effective methods of helping indigenous language inheritance. Such as web platform [22] based on serious game and computer serious games [32]. ...
... Serious games [1] have been widely employed in education, ecology, and other sectors because they can boost knowledge acquisition and cognitive skills [28]. Some language related studies have also investigated serious games and suggest that they may be effective as educational tools [13,16]. ...
The Qiang people is an ancient minority in western China. However, Qiang language, as the carrier of Qiang culture and spirit, is rapidly fading as less and fewer people can speak it. Despite the fact that the serious game of indigenous language has been widely discussed, there is still a dearth of research on the Qiang language and culture. This research aims to determine the efficacy of serious games based on interactive projection to encourage people’s interest in Qiang language and culture. To better understand the Qiang language and cultural heritage’s current state and challenges, we conducted a three-day field investigation in the Qiang village. Based on the field study’s findings, we created “WhiteStone”, an interactive projection device based on the heroic epic of Qiang. Our user research consists of remote verification and user testing, indicating that serious games based on projected interaction have the potential to create engrossed and interesting experiences, which can attract young people’s interest in the Qiang language and culture. This paper examines the design opportunities for serious games based on interactive projection to revitalize the Qiang language and culture.
... Game-based learning (GBL) is a concept that utilizes educational elements in games, and is learning in which learners reach their learning goals by using games that combine educational content and games without direct involvement of teachers [9]. And serious games are games with the aim of solving practical problems facing reality, not just pursuing entertainment elements [10]. Since serious games have this purpose, students' preference is lower than that of commercial digital games designed for fun only. ...
... I like this history teacher. 10 I am happy to increase my knowledge of history by studying history. 11 ...
The method of using games in class has been recognized for its effectiveness through the efforts of many researchers, and has spread mainly in the United States and Europe, and the number of cases implemented in actual education has increased. Nevertheless, many people have preconceived notions about games and distrust the effects of game-based learning and show negative attitudes. In fact, there are limitations and disadvantages of game-based learning, and it is difficult to overcome them. More than half of the inconveniences or problems of teachers who want to try game-based learning revealed by the 2009 survey have not been solved yet. Due to the sudden spread of COVID-19, the Ministry of Education has issued a policy to convert classes at schools and academies into non-face-to-face. The full-scale non-face-to-face class, which was conducted based on the high penetration rate of smartphones and Internet penetration in Korea, allows all students to take non-face-to-face learning using the Internet, It can be interpreted that even if there are students who cannot take classes, the right to equality is recognized because there are very few. Non-face-to-face classes have the characteristics that instructors and learners will be spatially separated, spatially simultaneous, interactive, and teaching and learning behavior will be mediated by the screen. And these features are common to live streaming. Taking advantage of this, this study aims to approach improving the perception of game-based learning as an advantage of "watching games" beyond "playing games" by using live streaming for game-based learning. This study conducted game-based learning and game streaming learning for 210 third-year middle school students, compared the effects of game-based learning on learning interest, immersion, and satisfaction with the results of previous studies to verify the design and prove the combined effect of live streaming and game-based learning. In addition, in-depth interviews with instructors who conducted game-based learning confirmed that awareness of the introduction, value, and finance of game-based learning improved.
... A serious game is an approach whereby serious aspects, with the intention to instruct, are presented in the guise of a video game [3]. It could be possible to educate pre-school children about the dangers of cyberspace by using a serious game that is appealing to them and to deploy it on the mobile devices that they are familiar with. ...
... It also includes a curriculum for educators. Savvy Cyber Kids 3 A book series aimed specifically at children, in which the following digital wellness and cybersecurity elements are identified, viz. online anonymity; online bullying; and limiting screen time. ...
Currently, children have a greater exposure to cyberspace and cyber threats than any previous generation. Digital technologies are evolving continuously with the result that cell phones, tablets and similar devices are more accessible to both young and old. Technological advancements create many opportunities, however it also exposes its users to many threats. Pre-school children are especially vulnerable to these threats, as they are rarely made aware of, or empowered to defend themselves against these threats. An approach to solving this problem is to create a mobile serious game that promotes cybersecurity awareness among pre-school children. The focus of this paper is the part of the game that promotes the use of strong passwords and not sharing these passwords with one’s friends.
... In addition to the seven direct citations, Michael and Chen [14] are also cited indirectly 6.3% (13/206) of the time in the definitions of our review papers of serious games (as indicated by arrows in Figure 3). Other prominent sources (based on citation count) include studies by Susi et al [24] (5/206, 2.4%) and Abt [253] (4/206, 1.9%), as well as Deterding et al [245], Zyda [254], Alvarez and Djaouti [255], Bergeron [256], and Marsh [257] (3/206, 1.5%). The remaining sources were cited only once (1/206, 0.5%) or twice (2/206, 1%). ...
... In particular, we urge not to reinvent the wheel when providing any self-developed definition. For most game-based intervention concepts, multiple prominent definitions exist that together cover a large range of views (eg, the studies by Deterding et al [245] or Huotari and Hamari [247] for gamification and the studies by Michael and Chen [14] or Alvarez and Djaouti [255] for serious games). Hence, authors should always consider first if they want to align their views with those of the extant literature. ...
Background:
In health care, the use of game-based interventions to increase motivation, engagement, and overall sustainability of health behaviors is steadily becoming more common. The most prevalent types of game-based interventions in health care research are gamification and serious games. Various researchers have discussed substantial conceptual differences between these 2 concepts, supported by empirical studies showing differences in the effects on specific health behaviors. However, researchers also frequently report cases in which terms related to these 2 concepts are used ambiguously or even interchangeably. It remains unclear to what extent existing health care research explicitly distinguishes between gamification and serious games and whether it draws on existing conceptual considerations to do so.
Objective:
This study aims to address this lack of knowledge by capturing the current state of conceptualizations of gamification and serious games in health care research. Furthermore, we aim to provide tools for researchers to disambiguate the reporting of game-based interventions.
Methods:
We used a 2-step research approach. First, we conducted a systematic literature review of 206 studies, published in the Journal of Medical Internet Research and its sister journals, containing terms related to gamification, serious games, or both. We analyzed their conceptualizations of gamification and serious games, as well as the distinctions between the two concepts. Second, based on the literature review findings, we developed a set of guidelines for researchers reporting on game-based interventions and evaluated them with a group of 9 experts from the field.
Results:
Our results show that less than half of the concept mentions are accompanied by an explicit definition. To distinguish between the 2 concepts, we identified four common approaches: implicit distinction, synonymous use of terms, serious games as a type of gamified system, and distinction based on the full game dimension. Our Game-Based Intervention Reporting Guidelines (GAMING) consist of 25 items grouped into four topics: conceptual focus, contribution, mindfulness about related concepts, and individual concept definitions.
Conclusions:
Conceptualizations of gamification and serious games in health care literature are strongly heterogeneous, leading to conceptual ambiguity. Following the GAMING can support authors in rigorous reporting on study results of game-based interventions.
... It has the potential to transform knowledge and educational content into personal knowledge to enable users to solve problems in an active or interactive manner (14). It should be mentioned that in addition to gamification, there are other tools such as a serious game (to combine aspects of both serious concept such as teaching, learning, communication, or further information with less entertainment (15), an educational game (for teaching the basic and certain subjects with enjoyment and pleasure (16)), game-based learning (to encourage learners to participate in learning while playing and make the learning process more interesting by adding fun (17)), that are used as tools to improve the learning process. These tools have their own specific features, but all of them have one purpose of increasing the level of learning along with increased motivation and entertainment. ...
... On October [14][15][16]2018, using an advanced search query, databases of PubMed, Ovid, Cochrane, Scopus, Web of Science, ProQuest, Springer, Embase, and Science Direct were searched to retrieve articles related to diabetes and games. The search operators included Booleans (AND, OR and NOT), parenthesis, and truncation. ...
Background: Gamification is an effective tool used to enhance the quality of education and training, to create motivation and enthusiasm, and to maintain competitiveness in the targeted population. Given that, the present study is an attempt to review gamification used in the field of diabetes systematically and its effects on the target group. Methods: Articles were retrieved from eight databases via an electronic advanced search. The data were imported to Endnote; and to assess the quality of the articles, PRISMA and CASP were used. Finally, according to the inclusion criteria, the appropriate articles were selected. Results: This study indicates that physical activity and nutrition were the most frequent diabetic subgroups in diabetes gamification. In addition, all diabetes gamification programs were designed to educate, teach skills and make behavior improvement in diabetics. Conclusion: Diabetes gamification have the capacity to change health behaviors among all age groups and can create an innovative, attractive and interactive learning environment accompanied by fun and engagement. Professor, Health Management and Economics Research Center, Iran University of Medical Sciences, Tehran, Iran; Librarianship and Medical Information Science, Iran University of Medical Sciences, Tehran, Iran.
... Uma das formas de desenvolver as FEs em crianças e adolescentes é por meio de jogos sérios. Jogos sérios (do inglês, serious games) são "uma aplicação computadorizada, onde a intenção original é combinar com consistência, aspectos sérios, como condição não exaustiva e não exclusiva de ensino, aprendizagem, comunicação ou informação, com molas lúdicas dos videogames" [Alvarez 2011]. ...
A criação de jogos sérios, para desenvolver Funções Executivas (FEs) (controle inibitório, memória de trabalho e flexibilidade cognitiva) pode ser uma boa estratégia para engajar pacientes. O objetivo deste trabalho foi projetar, desenvolver e testar a usabilidade do jogo sério TurbeLab, que apoia o treino de FEs em crianças e adolescentes. O projeto teve etapas de análise de necessidades do público-alvo, game design e o estudo piloto de usabilidade, onde foi aplicado o System Usability System (SUS) e um questionário próprio, em que se obteve notas altas, demonstrando que o TurbeLab está apto para o público-alvo. Um estudo futuro de aplicabilidade será conduzido com crianças com Transtorno de Déficit de Atenção e Hiperatividade (TDAH).
... The term "serious games" was coined by Clark [56] to describe an application-from role play and haptic tabletop games to computer-supported or fully computerised games-that combines serious aspects such as, inter alia, teaching, learning, communication, research, marketing, and playful ones [57][58][59]. Serious games have a long history of use in military/defences fields and business operations [60]. Games have been used and developed for more than 40 years in the fields of adaptive environmental management science and participatory action research [61]. ...
Citation: Adolph, B.; Jellason, N.P.; Kwenye, J.M.; Davies, J.; Dray, A.G.; Waeber, P.O.; Jeary, K.; Franks, P. Exploring Farmers' Decisions on Agricultural Intensification and Cropland Expansion in Ethiopia, Ghana, and Zambia through Serious Gaming. Land 2023, 12, 556. https:// Abstract: This paper explores how increasing agricultural productivity through agricultural inten-sification may influence farmland expansion decisions of smallholder farmers in Ethiopia, Ghana, and Zambia. Six pairs of farmers at each site (72 in total) from different wealth groups were involved in serious games sessions that simulated different institutional, economic, and governance contexts, with players choosing their resource allocation accordingly. The approach was used to explore with farmers, in a 'safe space', whether an increase in agricultural productivity and profitability via intensi-fication would reduce or end farmland expansion into natural habitats. The results show that, under certain conditions (such as poor forest governance and lack of alternative income-generating and investment opportunities), agricultural intensification can lead to more agricultural expansion at the expense of natural habitats, such as forests and grasslands. This suggests that intensification strategies to promote increased productivity may need companion strategies to protect forest ecosystems from expansion at the agricultural frontier.
... Dentre os diferentes tipos de jogos, encontra-se na literatura o conceito de jogos sérios (serious games) que têm como objetivo central a aprendizagem independente do contexto. Alvarez e Djaouti [5] definem que jogos sérios são Ambientes Virtuais (AVs) que buscam unir diversão e entretenimento aos seus usuários (games) com aspectos de ensino, comunicação e troca de informações (serious). A literatura traz ainda o conceito de jogos empáticos [17], aqueles capazes de abordar temas sensíveis, tais como diferentes tipos de discriminação, preconceitos, ou ainda questões relacionadasà finitude humana e ao luto [6]. ...
A natureza dos jogos sérios, especialmente aqueles de caráter empático, requer uma abordagem sociotécnica para seu design e desenvolvimento. Nesse sentido, é importante que existam estudos e artefatos úteis para o design de soluções computacionais. Este artigo apresenta um conjunto de quatorze diretrizes para o design de jogos empáticos. As diretrizes foram concebidas a partir de estudos na literatura de jogos, bem como por meio da experiência de designes do grupo de pesquisa e de jogadores que interagiram com cinco dos jogos empáticos aqui considerados. Os comentários desses jogadores sobre tais jogos foram extraídos da plataforma Steam e trazem tendências relacionadas à jogabilidade, narrativa, gráficos, cores e trilha sonora dos jogos e enriqueceram o conjunto de diretrizes.
... Decision Tasks The decision consisted of multi-attribute choices [19], i.e., all alternatives are known in advance and defined across a set of attributes. We framed the decision-making process as a serious game [68] to promote participation engagement, awareness, and understanding of the underlying topic [69,70]. ...
Understanding how visualizations can support decision-making continues to be one of the most relevant challenges in current research. However, prior work provides limited knowledge regarding how the decision-maker profile and, in particular, psychological constructs affect decision-making. Weighing how conscientiousness affects one’s tendency to follow the rules and prioritize tasks, this work explores if this personality trait plays a role in visualization-supported decision-making. We asked participants to perform a series of multi-attribute choices using visualizations of high-dimensional data. Further, we study if the quality feedback of the past choice affects the decision-making process. Our results suggest that the feedback quality of past decisions affects how much individuals invest in data analysis and decision-making. In addition, user confidence is affected by conscientiousness scores, resulting in conscientious individuals changing their choices more often. Our findings provide new insights into the research challenges of analyzing decision-making in a visualization setting.
... For their part, recognizing the importance of the ludic experience, formative games should be highlighted as those games that go beyond entertainment, that is, they contain a particular purpose that could be to educate-edugames-, inform-newsgames-, persuadeadvergames-, exercise-exergames- [20] and of course facilitate decision making. In fact, Rumeser and Emsley [21] assert games beyond improving team performance, can also improve players' ability to make decisions. ...
Although theory helps to lay firm foundations on business cooperative development, practices based on bottom-up actions and adaptation to new forms of interaction through telematic platforms catalyze the manifestation of situations that can positively affect the participation of members, employees and customers in companies. To this must be added the processes of formation, training and consolidation of human capital that allow the empowerment of participation techniques centered on the experience of the member as the central actor of the cooperative process, giving the role it deserves on the primacy of people in relation to capital. Hence, the contributions that can be generated by the participation of members through formative games facilitate the simulation of realities that are incorporated to feed back the information that is provided by the members to the decision makers. Therefore, the applications of mobile devices, social networks or the cooperatives' own web pages combined with the games help to become "cen-ters" for gathering information, which allow managers to obtain specific data for decision-making from a democratic, educational and formative perspective of the members, thus having better information, accurate planning, strategy proposals and management of the common good.
... This approach, called Education for Sustainable Development (ESD), is a subtopic of Sustainable Development Goal (SDG) 4. Hence, increasing public awareness about reducing carbon footprints and sustainable development can also lead to the desired outcome in the long term in addition to the physical methods dealing with the carbon footprint. For this purpose, serious games serving educational content besides entertainment are a remarkable sample of educational medium for the young generations regarding a more sustainable future (Alvarez and Djaouti, 2011). Currently, serious games encompass a broad spectrum of topics, including health (Clochesy et al., 2015), military (DeFalco et al., 2018), ecology (Ameerbakhsh et al., 2019), heritage (Vaez Afshar et al., 2021), language learning (Johnson, 2007) and many other fields for both youngsters and higher education students. ...
Life is getting digital more than ever as technology improves. While the Internet is responsible for two percent of global greenhouse gas emissions, it is underestimated as a pollutant. Since public awareness is one of the most important preservation methods, it can contribute to protecting the environment from carbon emissions by raising people's understanding. In this regard, serious games, as a type of gamification transmitting educational content besides entertainment, immerse the player in enjoyment while teaching them a specific topic or enhancing their skills in a field. This study proposes a serious game, taking the digital unseen carbon footprint and its effects on the landscape into the topic. The game considers SDG goals provided by the United Nations Department of Economic and Social Affairs. In this regard, the research uses SDGs 4 and 7 by providing quality education for all and access to sustainable energy by changing people's everyday habits.
... Serious games use basic characteristics of games to teach serious content. The term has been described by Alvarez et al. as a combination of a video game with one or more purposes, such as data exchanging, training or message delivery [1]. Serious games target areas of application outside the mainstream entertainment market, including defence and military training, government, education, healthcare, commerce and communication to name a few [31,44,52]. ...
Privacy Policies inform users about how their personal data is managed while fulfilling the obligatory requirements. Past studies have shown that users often do not read privacy policies, cannot comprehend the long and complex policy documents, and resort to providing their consent without knowledge. To enable users to make an informed decision, we explored serious games as a new medium to improve their understanding of privacy policies. In a mobile escape room game, users engage with the data collection and processing by solving different puzzles. We validated the game concept in a user study by comparing it to a conventional textual policy. Our findings show that the game promoted greater information recall in users. However, a trade-off seems to exist between frustration, duration and understanding. We show strategies for turning a privacy policy into game elements for a mobile escape room game and incorporating privacy information into different puzzles. We recommend that the choice of a privacy policy format should vary in a case-by-case scenario and should accommodate different target audiences.
... In addition to competency, selection interviews are an occasion of competitive serious storytelling. As a derivative of serious games (Alvarez and Djaouti, 2011), serious storytelling invokes a sense of contest that demands skills and strategies in the construction of stories. "Story-crafting", a narrative career intervention (McMahon and Watson, 2012), therefore, may support students in terms of not only competency but also competition in interviews. ...
Purpose
Stories of employability are told in employment and educational settings, notably the selection interviews. A popular training approach guiding higher education students to construct employability stories has been the past-behaviour storytelling method. However, insufficient research exists regarding the method's effectiveness and optimisation. This study examines whether the method (1) increases the quantity and quality of interview narratives in story forms and (2) can be enhanced by image stimuli.
Design/methodology/approach
In a double-blind randomised control trial with repeated measures, participants submitted four weekly interview narratives. After receiving past-behaviour serious storytelling training in Week 3, they were randomly allocated to an exposure group using images and a control group using keywords as a placebo to continue producing interview narratives. The interview narratives were assessed based on the number of stories and quality ratings of narrative conformity, relevance and conciseness. Results before and after the training, and with and without the image stimuli, were analysed.
Findings
Training increased the number of stories. Training and repeated practice also increased narrative quality ratings. However, the image-based intervention was the strongest predictor of improved quality ratings (effect size 2.47 points on the observed scale of 0–10, p < 0.01, 95% CI [1.46, 3.47]).
Practical implications
A pre-existing ability to tell employability stories cannot be assumed. Training is necessary, and intervention is required for enhancement. Multi-sensory narrative interventions may be considered.
Originality/value
This study is the first known double-blind randomised control trial with repeated measures evaluating if storytelling training and image stimuli improve interview narratives.
... Serious games combine elements of pedagogical strategies, embedded content, and game elements to provide players with opportunities to engage in playful opportunities that are 'serious' in nature. The unique properties of the medium position it well within a rich typology of immersive learning environments and platforms including simulations, impact games, virtual reality environments, etc. [1]. The applications of serious games have been quite broad, with topics including healthcare [2], war and humanitarian crises [3], environmental issues [4], to name a few. ...
Serious games are a unique subset of immersive learning environments that combine elements of pedagogical strategies, embedded content, and game elements to provide players with opportunities to engage in playful opportunities that are 'serious' in nature. Although serious games have been explored in the literature, little exists to chronicle how commercially available serious games have impacted the learning experiences of gamers. This Doctoral Colloquium paper describes an ongoing study that seeks to explore the lived experiences of those who have played the commercially available serious game Spiritfarer. Research will explore educational impacts, emotional responses, and changes in attitude towards death.
... According to CRUZ-NEIRA et al. (2018), digital games expanded their capabilities towards education, paving the way for progress in various fields of study. According to ALVAREZ & DJAOUTI (2011), these contents, which are named educational games or edutainment, convey educational content along with entertainment. Educational games were released for the first time by the LOGO Programming game in 1967, educating how to code, and showing some mathematical concepts. ...
Virtual landscape has a prominent role in digital games' virtual environment design. Since the attributes of the virtual landscape directly affect a game's characteristics, it is crucial to be explored as a design domain, apart from just being a tool for other domains' development. This study traces the gradual change of the virtual landscape in educational games and the chronological change of their carrying content, till now a gap in the literature. To examine the effect of the virtual landscape evolution and the invention of the virtual reality (VR) technology on the intended topic of the education transmitted by the games, we classified all Steam games with the education tag based on KIM'S (2016) methodology. To do so, we transmitted their introductory information, whether they support VR and are simulation games or not, to an Excel database. Then we sorted them from 1992 till 2020. The virtual landscape classification methodology revealed a significant relationship between the content, VR technology, and the virtual landscape transformation. The study anticipates a future revolution in the landscape architecture domain by jumping into the digital game industry to enhance the virtual landscape for the sake of itself, not other disciplines.
... The term serious game was still rarely used until 2002 when a first-of-itskind Serious Game Initiative (SGI) was formed. One of the central goals of the SGI was to harness the capabilities of video games for serious jobs [14]. Afterwards, many literature studies [15][16][17] analyzed the concept of serious games. ...
Internet of things has been one of the predominant research areas for the past two decades. Many application domains have embraced it to solve challenges that have long been considered hurdles. A recent trend in information communication technologies is integrating miniature sensing devices to elevate the experience in serious games. Serious games are games whose sole aim is not entertainment but rather to serve as a source of information and learning in a playful manner. Serious games are becoming one of the sizzling literature topics and are applied to every part of human lives, such as education, healthcare, and physical training, to name a few. Internet of Things, the biggest provider of modern-day games via personal mobiles, can be utilized to design serious games. However, deploying serious games in the Internet of Things environment engenders new challenges. This paper aims to provide a comprehensive survey on Internet of things-enabled serious games and investigate the challenges towards their realization. First, we highlight serious game domains and spot the evolution and motivation that lead to Internet-of-Things-enabled Serious Games. Later, we classify the state-of-the-art by devising a comprehensive taxonomy. In the end, we present numerous unaddressed open challenges in the current form of the state-of-the-art and identify future directions.
... Les SG peuvent être définis comme « une application informatique, dont l'intention initiale est de combiner, avec cohérence, à la fois des aspects sérieux (serious) tels, de manière non exhaustive et non exclusive, l'enseignement, l'apprentissage, la communication ou encore l'information, avec des ressorts ludiques issus du jeu vidéo (game). Une telle association, qui s'opère par l'implémentation d'un scénario utilitaire, qui sur le plan informatique correspondrait à implémenter un habillage (sonore et graphique), une histoire et des règles idoines, a donc pour but de s'écarter du simple divertissement » [37]. On notera enfin que tout récemment des SG ont été mis en oeuvre dans des objectifs de prévention des TMS [38]. ...
Immersive technologies have an increasing use in professional training. However, the usability of applications has limits due to a lack of consideration of end users in the design of these new supports. This paper reviews the literature and discovers that few approaches offer to include different collaborators' work, or the end user, in the design process. This study proposes a conceptual framework design for immersive professional training (IPT) and its application in the textile industry.
... Serious gaming represents a promising and innovative learning method for children with an intellectual disability and/or autism spectrum disorder (Terras, Boyle, Ramsay, & Jarrett, 2018). These digital games serve the primary purpose of training and educating players in specific skills by using entertainment to modify behaviour (Alvarez & Djaouti, 2011;Brown et al., 2013;Whyte, Smyth, & Scherf, 2015). In more detail, serious games rely on game technology or principles of game design, goals and rules, and gameplay, combined with methods or concepts relevant for learning (e.g., didactic or pedagogical concepts) to improve skill development and generalisation of the skills learned (Caserman et al., 2020;Whyte et al., 2015). ...
The aim of this meta-analysis is to investigate the effectiveness of serious games on social and cognitive skills of children with an intellectual disability (ID) and/or autism spectrum disorder (ASD). Randomised controlled trials of the effectiveness of serious games were identified through a systematic search of PubMed, Web of Science, PsycINFO, and Embase, using keywords related to serious games and the target groups. Eleven studies with a total of 654 participants (mean age 4–11 years) were included. The methodological quality of the studies was assessed using the Cochrane risk of bias assessment tool V2. Serious games were associated with improved adaptive and cognitive skills of children with ID or ASD compared with controls, with a small effect size (g = 0.420, 95% confidence interval 0.130-0.710; p = .009; number needed to treat = 4.28), with moderate to high heterogeneity. Multiple influence analyses showed that zero heterogeneity could be achieved with exclusion of three studies, one by one, while retaining a significant effect size. Moderation analyses showed no significant differences between the skills examined, the type of controls, involvement of another person, duration of the intervention, or age of the children. These findings indicate that serious games are linked to improvements in adaptive and cognitive functioning of children with ID or ASD, but the association is not necessarily straightforward. Although more study is needed into the effective elements of these games, these results represent an important first step in implementing serious games proven to strengthen daily functioning and social participation of children with ID or ASD.
... In this regard, educational or 'edutainment' software, a term combining education and entertainment in the form of video games for learning, is key to serving academic ingredients by embedding entertainment and bonuses for the user via a digital medium. These educational games are also known as serious games and have attracted players since 2002 (Alvarez & Djaouti 2011;Mouaheb et al., 2012). Such a point of view towards an issue such as water scarcity, a long-term challenge for the planet which will increase in severity, brings a creative and innovative technological approach to the possible futures. ...
With the increasing population growth of human beings, the world is being threatened by the water scarcity problem, causing insecurity in water accessibility. Therefore, a deliberated water management gains fatal importance. In addition, the awareness of the issue through education, specifically in the early ages, plays a crucial role in this path. This research considers the water issue of Istanbul in its content. However, regarding the target audience, which is the kids, it uses a novel approach to tackle the problem. The paper proposes a visually enriched and nonlinear, serious game for the children to teach them about the importance of water and its impact on the planet, specific to Istanbul. The game is inspired by National Geographic Turkey's documentary named 25 Liters: In Pursuit of Water, asking the players to survive in a drought situation in the future. It aims to change the kid's lifestyle to revive the country's in-danger future.
... At the same time, due to the development of new technologies in our daily lives, several studies [10,11] have evaluated tools aimed at offering independent home rehabilitation via rehabilitation games. Serious games refer to game software combining serious aspects (educational, informational, communicational, marketing, ideological or training type) with interactive and playful aspects of video games [12]. The use of this tool seems to be effective on motor symptoms [13][14][15]. ...
Background
Parkinson disease is a neurodegenerative disease causing a progressive loss of autonomy. This requires long-term rehabilitation care. Currently, new technologies are being developed for use in daily life, and there is a progressive implementation of telerehabilitation.
Objective
The aim of this study (the TELEP@RK study) is to evaluate the uses of a digital self-rehabilitation device in patients with Parkinson disease and their independent physiotherapists on the scale of a health territory.
Methods
A total of 10 independent physiotherapists and 31 patients with Parkinson disease were followed for 1 year to evaluate the use of a telerehabilitation tool (digital tablet and inertial sensor) via questionnaires of the Unified Theory of Acceptance and Use of Technology (UTAUT). The questionnaires were submitted to participants at 0, 2, and 12 months from the start of follow-up. The averages of the scores of the different determinants and constructs of the UTAUT questionnaires were compared at the different follow-up times.
Results
Among professionals, the averages of the various determinants were generally high at the beginning of the study with an average (out of 5) performance expectancy of 4.19, effort expectancy of 3.88, social influence of 3.95, facilitating conditions of 4, and intention to use of 3.97. These averages decreased over time.
Conclusions
Acceptability, acceptance, and appropriation of the tool were very high among the physiotherapists as well as the patients, despite the tool’s lack of evolution during the study. In the current health care context, these results allow us to envision a new organization of the care pathway for patients with chronic diseases, with the increased use of new technologies associated with telecare.
... Avant tout, il est nécessaire de replacer le projet dans son contexte. Au cours des dernières années, le nombre de nouveaux jeux vidéo dits sérieux, c'est-à-dire pensés pour servir un objectif éducatif par opposition aux jeux vidéo conçus pour le divertissement (Alvarez & Djaouti, 2011), a beaucoup augmenté sur le marché. Ces jeux sont de plus en plus utilisés dans les établissements scolaires et l'évaluation de leurs bénéfices constitue un enjeu crucial pour l'éducation. ...
Alors que l’influence des habiletés langagières sur l’apprentissage du langage écrit fait consensus, plusieurs études tendent à montrer que certaines habiletés non-langagières, telles que la motricité fine et les habiletés rythmiques, jouent également un rôle dans cet apprentissage. Ce travail de thèse s’inscrit dans la continuité de ces travaux et cherche à la fois à confirmer l’influence des habiletés motrices et rythmiques sur différentes dimensions du langage écrit, et à examiner les mécanismes qui sous-tendent ces effets chez des élèves du CE2 au CM2 avec ou sans troubles des apprentissages. L’objectif final de ce travail était d’évaluer les bénéfices d’une intervention ciblant ces habiletés au travers d’un jeu vidéo sur l’apprentissage de l’écrit, dans le but d’ouvrir la voie vers de nouvelles pistes de remédiation pour les élèves présentant des difficultés de lecture et d’écriture. Afin d’apporter un éclairage sur les relations entre ces deux habiletés non-langagières et l’apprentissage de l’écrit, trois études corrélationnelles ont été menées chez des élèves de CE2 et CM1 sans difficultés d’apprentissage, et ont permis de confirmer les liens entre les habiletés motrices et rythmiques, et différentes dimensions du langage écrit (lecture et orthographe de mots, compréhension écrite et rédaction). Deux facteurs explicatifs de ces relations ont été identifiés grâce à une méthode de modélisation par équations structurales : l’automatisation de l’écriture manuscrite, qui sous-tend l’effet de la motricité à la fois sur la production écrite et sur la lecture de mots, et les fonctions exécutives, qui expliquent les effets des habiletés motrices et rythmiques sur l’ensemble des dimensions du langage écrit évaluées. Par ailleurs, nous avons cherché dans un deuxième temps à identifier les conséquences de difficultés motrices et/ou rythmiques associées à un trouble de l’apprentissage du langage écrit. Les résultats révèlent que dans cette population, une altération de ces habiletés non-langagières se traduit par une aggravation du déficit du traitement orthographique par rapport à un trouble isolé, ce qui conforte l’hypothèse d’une influence de ces deux habiletés sur l’apprentissage du langage écrit. Enfin, dans un troisième temps, les bénéfices d’une intervention basée sur la pratique d’un jeu vidéo ciblant les habiletés motrices ont été évalués. Bien que les résultats de l’étude ne permettent pas de démontrer clairement les bénéfices d’un tel entraînement, tant soit sur la motricité que sur l’apprentissage du langage écrit, les analyses exploratoires suggèrent que l’intervention pourrait être bénéfique pour les élèves présentant des difficultés motrices. En conclusion, l’ensemble des travaux réalisés dans cette thèse apporte un nouvel éclairage sur les liens entre les habiletés motrices et rythmiques, et l’apprentissage de l’écrit. Ce travail souligne la nécessité de tenir compte de ces deux compétences non-langagières dans l’étude de cet apprentissage.
... A serious game (SG) is a game that its primary purpose is non entertainment. It is a computer application, for which the original intention is to combine both serious aspects for instance, teaching, learning, communication, or information, with playful springs from the video game (Alvarez & Djaouti, 2011). Over the last few years, SGs have been widely adopted as a new and promising tool to promote cultural education in an engaging way. ...
The aim of this paper is to present a thematic English lesson to be delivered on a
weekly basis to 12–13-year-old students learning English as a foreign language. Each
week a different culture will be selected and presented to the students with the help of
some digital tools. The tools used are digital storytelling, animation, serious games -
created on the TinyTap online platform - and gamification achieved through the
kahoot platform. The aforementioned tools are combined with historical and cultural
elements from all over the world in order to simultaneously achieve the learning of
English vocabulary but also the learning of English as a foreign language. This lesson
plan will be implemented once a week to make the distance learning process more
enjoyable and efficient. Once the course has been completed, students will be asked to
evaluate this course through questionnaires distributed to them via Google forms to
provide feedback regarding the improvement of the teaching procedure.
... Asáreas de aplicação dos jogos educativos são diversas, incluindo educação, ecologia e saúde [29]. Os jogos educativos podem ser referidos por jogos sérios ou aprendizagem baseada em jogos digitais [30]. Por via de regra, qualquer jogo desenvolvido com um objetivo diferente do simples entretenimento pode ser considerado um jogo sério [31]. ...
O autismoé uma síndrome cuja as causas não são completamente conhecidas. A doençaé caracterizada por comunicação e socialização limitadas, atraso significativo de linguagem e deficiência intelectual. Tais limitações têm feito que ao longo dosúltimos anos, diferentes estratégias tenham sido ana-lisadas para diminuir os aspectos negativos da síndrome. Dentre as estratégias adotadas nosúltimos anos, os jogos educativos têm ganhado destaque. Assim, no intuito de contribuir com o desenvolvimento cognitivo e aprendizagem de crianças autistas entre 4 a 6 anos, foi desenvolvido um jogo digital touchscreen, baseado no Método de Tratamento e Educação de Crianças Autis-tas e com Deficiência de Comunicação Relacionada (TEACCH), que visa aprimorar a aprendizagem, comunicação, autonomia e independência das crianças. Dessa forma, o jogo busca auxiliar educadores na aplicação de conteúdos pedagógicos. Tais estímulos são feitos por meio de cores, números, reprodução de sons, palavras, reconhecimento de expressões faciais e apresentação de elementos do cotidiano. O jogo foi avaliado por profissionais daárea de saúde mental (i.e., especialistas em Transtorno do Espectro do Autismo (TEA)). Os resultados indicam que jogo pode auxiliar os educadores contribuindo com i) o desenvolvi-mento das funções conativas, ii) funções executivas superiores, e iii) funções cognitivas das crianças.
... Serious games are games that aim to not only employ entertainment elements but also solve real world problems [12] . However, serious games are currently being developed in the direction that focuses only on educational efficacy [13][14][15] . ...
Games that are used in research on game-based learning and serious games that are used for education are usually exclusive, making it difficult for teachers to attempt new methods in education. According to the data published in 2009 by the European Schoolnet (EUN), a network of European Ministries of Education, most of the problems that teachers face when using games in class are related to game selection. Based on the aforementioned data, this study presents a set of criteria for selecting games in order to solve the inconvenience experienced by teachers. The games, which are used as teaching materials for game-based learning, have been replaced with commercial games that are easily purchased, rather than serious games that are difficult to obtain the licensing. Based on the criteria, two games were selected in this study and the classes were conducted at the educational site. Compared to the group trained with textbooks, it has been confirmed that the effect of game-based learning was sufficient. In addition, five out of ten problems that teachers face were resolved.
... The term Serious Gaming refers to games with an explicit purpose which are used within various fields [38][39][40][41]. Serious Gaming combines game technology with science in real-world fields of applications, whereas the explicit purpose of a serious game can be, for example, the analysis of human behavior, to achieve a training effect in the skills of the players [42] or to develop a better understanding and increased awareness of complex issues and interdependencies in complex systems [43]. ...
Increasing ageing of transport infrastructures requires a systematic resilience-based maintenance strategy. However, the assessment of risk and resilience is problematic due to the manifold influencing factors and mechanisms within the complex socio-technical system of infrastructure maintenance. This paper provides an analysis of the intricate processes and interdependencies, which influence the potential for resilient infrastructure maintenance. The presented iterative framework incorporates the elicitation of expert knowledge and a serious gaming application. Providing a valid environment for a systematic and guided dialogue among decision makers, serious gaming is highlighted as a valuable research tool that can effectively increase stakeholders' Situation Awareness and thus improve infrastructure resilience itself and its assessment.
The authors developed a collaborative board game which emulates real-life decisions of stakeholders in the context of German waterways. In particular, the interaction of the players who take specific stakeholder roles contribute to a deeper understanding of the system, including the impacts of the players' decisions in the real-world system. The paper shows the contribution and potential of serious gaming, including a proposed integration into a Bayesian network as resilience assessment tool.
It becomes obvious that the exploitation of expert knowledge to the end of improved systemic decision making requires that the application is closely aligned with the real-world system and the research method in all phases of gamification. On overall, the insights of this study suggest that serious collaborative gaming should be considered more in both research and practice, thus creating Situation Awareness among stakeholders of critical infrastructures (CI).
... However, there were similar meanings of the serious game that existed long ago. To be exact, the meaning of a serious game is game development for training and education purpose [19]. The general definition of a serious game is the idea of focusing training value and educational oriented, while gamification is more towards a motivation objective and engagement. ...
... Even so, both of serious game and gamification employs the concept elements in entertainment game to motivate the users to change pattern or finish the game's objectives. Serious game refers to game platform used for education, simulation, job training or any specific purpose except only for entertainment [39]. In contrast, gamification refers to the application of game-design elements and game principles in non-game contexts [40], [41]. ...
This study presents the framework of developing mobile gamification for conducting application on health promotion. The method is composed of four phases adapted from the spiral model: objectives determination for enhancement of positive health; core game flow and mechanics definition; development, test and evaluation; and the next iteration plan. To evaluate the frame-work, we developed Camt comic run application to provide a practical method to select the suitable game elements (leaderboard, score point, map progress bar, inventory and randomness) and validation by Game Experience Questionnaire (GEQ): Four weeks with 40 participants were to investigate the outcome of the application which was divided into two stages. Week 1 and Week 2 were the baseline stage collecting behavioral information of participants. In the second stage – Week 3 and Week 4 – the participants were divided into two groups: the ones who use our application and those who don’t. The results showed that gamification drove the engagement and motivation of participants who had not reached the standard guideline. The data showed significance mostly in participants who had less physical activity than physical activity guidelines at least 150 min/week and average increase physical activity rate from baseline.
... (i) They conflated in the same analysis commercial video games and exergames (Charikleia et al. 2011) or serious games (Craven and Groom 2015;Griffiths, Kuss, and de Gortari 2017;Horne-Moyer et al. 2014;Rodríguez Jiménez, Pulina, and & Lanfranchi 2015;Jones et al. 2014;Kato 2010), which all have different designs and purposes. Commercial video games are primarily designed to entertain the player, while serious games are specifically developed to support 'serious goals' (Alvarez and Djaouti 2011). Likewise, exergames are addressed to increase the player's physical activity (Best 2012). ...
Game-based interventions have been gradually and successfully implemented in the mental health domain given the games’ ability to positively affect a variety of mental health conditions. To this aim, scholars have recently discovered the usefulness of Commercial Off-the-Shelf (COTS) video games, due to their increasing popularity, availability, and cost effectiveness. Nevertheless, key aspects of this line of research have not emerged yet, since a comprehensive overview of how commercial video games impact on different mental disorders is still missing. In this article, we present a systematic literature review of recent research that focuses on the usage of commercial video games in mental health. We analyse 39 papers and map the relevant themes that are recurrent in the last ten years of research, offering a detailed understanding of the methodological approaches that were used, the results obtained, the main disorders addressed, and the video game genres exploited. On the basis of these findings, we highlight open issues in current work and point out a variety of research opportunities that could be tackled in future years, like the need of conducting more field and longitudinal studies, the necessity of developing the design knowledge, and the possibility of connecting research with clinical practice.
... Serious games are games that aim to not only employ entertainment elements but also solve real-world problems [12]. However, serious games are currently being developed that focus only on educational efficacy [13][14][15], and most learning content is designed to study the achievement effects of learning or training using research data on the achievements of serious games or reports from public institutions in games, and takes the form of verifying the impact and performance of serious games [16][17][18]. ...
Regardless of country and age, the importance of history education is always being emphasized. Although the importance of history education is being emphasized in Korea, there are many difficulties in getting students to understand history properly through school classes alone, and it is also difficult to attract students to participate in classes. The effectiveness of education using games has been proven 20 years ago, and the demand for game-based education is gradually increasing in the current education world, which is becoming more open. In this paper, based on the effects proven through research on the existing game-based education, the improvement of historical thinking ability, experiential history learning, and the problems of game-based education introduced in the ESN report and the discomfort of teachers who participated in the education were improved. A plan was suggested to select and use games suitable for basic education. In this thesis, we selected a history game with a clear historical and periodic background and without distortion of history, and experimented with teaching using games focusing on historical thinking and empirical history learning. The learning achievement of textbook-based education was compared.
While gamification and game‐based learning have both been demonstrated to have a host of educational benefits for university students, many university educators do not routinely use these approaches in their teaching. Therefore, this systematic review, conducted using the PRISMA guidelines, sought to identify the primary drivers and barriers to the use of gamification and game‐based learning by university educators. A search of multiple databases (Web of Science, Scopus and EBSCO (Business Source Complete; ERIC; Library, Information Science & Technology Abstracts)) identified 1330 articles, with 1096 retained after duplicates were removed. Seventeen articles (11 quantitative, two mixed‐methods and four qualitative) were included in the systematic review. The primary drivers described by the educators that positively influenced their gamification and game‐based learning usage were their beliefs that it encourages student interactions and collaborative learning; provides fun and improves engagement; and can easily be used by students. Alternatively, the university educators' major barriers included a lack of time to develop gamification approaches, lack of proven benefits and classroom setting issues. Many of these and other less commonly reported drivers and barriers can be categorised as attitudinal, design‐related or administrative in nature. Such categorisations may assist university educators, teaching support staff and administrators in better understanding the primary factors influencing the utilisation of gamification and game‐based learning and develop more effective strategies to overcome these barriers to its successful implementation. Practitioner notes What is already known about this topic Gamification and game‐based learning may have many benefits for university students. The majority of university educators do not routinely use gamification and game‐based learning in their teaching. What this paper adds University educators' major drivers that positively influence the use of gamification and game‐based learning include their perceptions that it encourages student interactions and collaborative learning, provides fun and improves engagement and can easily be used by students. University educators' major barriers that negatively influence the use of gamification and game‐based learning include their perceptions of a lack of time to develop gamification approaches, lack of proven benefits and classroom setting issues. These drivers and barriers may be classified as attitudinal, design‐related and administrative, with these categories providing a useful way for universities to develop strategies to better support educators who wish to use these approaches in their teaching. Implications for practice and policy Attitudinal factors such as university educators' intention to use gamification and game‐based learning are influenced by a host of their perceptions including attitude, perceived usefulness and ease of use. A range of design‐related and administrative barriers may need to be overcome to increase the use of gamification and game‐based learning in the university sector. Gamification and game‐based learning may have many benefits for university students. The majority of university educators do not routinely use gamification and game‐based learning in their teaching. University educators' major drivers that positively influence the use of gamification and game‐based learning include their perceptions that it encourages student interactions and collaborative learning, provides fun and improves engagement and can easily be used by students. University educators' major barriers that negatively influence the use of gamification and game‐based learning include their perceptions of a lack of time to develop gamification approaches, lack of proven benefits and classroom setting issues. These drivers and barriers may be classified as attitudinal, design‐related and administrative, with these categories providing a useful way for universities to develop strategies to better support educators who wish to use these approaches in their teaching. Attitudinal factors such as university educators' intention to use gamification and game‐based learning are influenced by a host of their perceptions including attitude, perceived usefulness and ease of use. A range of design‐related and administrative barriers may need to be overcome to increase the use of gamification and game‐based learning in the university sector.
Although the use of video games to achieve public relations (PR) goals is not new, there is limited extant research that analyzes such projects using PR theory or that takes into account organizations’ roles in their development. This study addresses this gap through an examination of the International Committee of the Red Cross's (ICRC) development of a creative mode called LifeRun within the global gaming phenomenon Fortnite. I argue that LifeRun must be analyzed as a strategic communication game and draw on critical PR theory to examine its use to reshape narratives of war in gaming. Using in-depth interviews, organizational documents, and media interviews, I analyze the organization's motivations and goals for developing LifeRun, the ways in which PR considerations shaped the project, and its implications for practical and scholarly work in this area.
Restrictions imposed by the COVID‐19 pandemic have forced many to seek alternative means of training and learning, which ended up with increasing investment in the notion of the metaverse. Metaverse is envisioned as the next iteration of the Internet in which the virtual and the real world are blended to materialize a highly immersive experience. Not surprisingly, perhaps, next‐generation training and education systems are concerned with methods to integrate themselves into metaverse environments. In particular, participants are looking for more interactive and flexible training while maintaining a degree of educational content and high quality for their training plans and interactive workflows. In this paper, we conducted research to explore the role of metaverse in employee training. To this end, we utilized a variant of PlaySAFe (i.e., a 3D game) to investigate its metaverse adoption and usage. A qualitative design was adopted, using semistructured interviews to explore practitioners' experiences using the new version of PlaySAFe. After having it played in an industrial setting, we interviewed a group of software practitioners to compare the actual and expected features. This research has explored the pros and cons of using the current technologies for the practical groundwork of SAFe training. Findings from this research suggest that the metaverse holds the potential to deliver improved practical alignment in training and education programs, but that at the present time, practitioners expect more metaverse compatible features. The metaverse holds great potential to deliver improved practical alignment in training and education programs. The practitioners expect more metaverse‐compatible features.
Gamification has been proposed as a pleasant and entertaining way to encourage students to acquire Chinese as a foreign language (CFL) and to bridge the gap between their learning and teaching practice. This systematic review provides a summary of the current state of the art in CFL gamification. Furthermore, when learners cope with CFL through gamification, this review study maps their learning process and results. 11 publications from 2016 to 2021 were analyzed for this systematic review. Even though these studies found that gamification had a favorable impact on learners' learning experiences and achievements, none of the studies identified gamification elements linked with the learning experiences and outcomes. Gamified CFL offers good learning experiences by being engaging, fun, motivating, engaging, and interesting. Gamified CFL learning results included content language acquisition, beliefs, motivation, satisfaction, and confidence. The findings of this study offer suggestions on how to develop gamification for learners' CFL learning, as well as the learning experiences and outcomes that follow.
Cybersecurity is of critical importance as we continue into the digital era. With technology improving rapidly and the accessibility of such technological devices becoming more prominent globally, the need for proper cybersecurity awareness has drastically increased. This has led to a need for methods to improve cybersecurity awareness. This paper addresses one such method, a "build your own adventure" serious game, where the aspects of cybersecurity awareness are combined with effective gaming principles. A serious game that teaches the users about cybersecurity awareness in a novel way is proposed.
Digital games have over the past few years have become increasingly important, particularly during Covid-19 lockdowns, not just as a way to spend free time but also in many more serious fields. One such area is healthcare, where applied games are increasingly utilized to educate individuals and encourage compliance with health measures, such as vaccination. This paper analyses several techniques for developing persuasive games that help change people’s attitudes and therefore their behaviours, in this case focussed on Covid-19 vaccination. These techniques are based on a covert approach to persuasion to avoid triggering individuals’ reactance and hence reaching a wider audience. Evaluation of the designed game shows promising results in terms of the impact of emotional engagement on attitudes toward vaccine uptake.
Today, the rapid development of technology has also affected the existing learning processes. In addition, this development has made it necessary for children to develop skills by the needs of the 21st century. In this research, an alternative to the question of how we can support and update learning activities suitable for our age is presented. Digital game-based learning concepts are explained in the light of the literature and suggestions on how to use them from early childhood are presented. Game is the most important supportive activity for development areas in early childhood. It also similarly affects learning processes. Learning with play makes the child more active and makes him excited about learning. This increases the motivation to learn. According to the research, when DGBL is used effectively, it has been seen that children support many 21st century skills such as critical thinking, problem-solving, and cooperative learning. This review demonstrated the importance of combining learning and game of digital technology used as an education model. In addition, Practical recommendations are presented for using technology in preschool children.
GLAM crowdsourcing game is an emergent form of serious game that is designed to collect and promote cultural heritage. However, as to date, the gameplay is quite boring and the data (e.g., tags) such games can crowdsource is limited; potential participants are restricted and crowdsourcing games for GLAM remain to be improved.
In entertainment games, Interactive Digital Narrative (IDN) is a commonly used method to engage players and improve playing experience. There are some successful entertainment games that embraced both the cultural heritage and crowdsourcing intentionally or unintentionally.
To make cultural heritage more creative, attractive and engageable, this paper proposes to combine Interactive digital narrative with Gallery, library, archive and museum Crowdsourcing (IGC) to create a new model for use by cultural institutes, scholars and the general public. Main methods for this paper are literature review, comparison and analysis based on literatures and real cases and model design.
This paper first studies cultural crowdsourcing games to analyse the relationship between crowdsourcing and in-game narrative. Subsequently, the IGC model, which combined models from the cultural digitisation process and interactive narrative will be proposed as an analytical tool for case studies; with the examination of Animal Crossing: New Horizon and Ingress, a preliminary validation of the IGC model application is demonstrated in different contexts and projects. Finally, we discuss future research approaches to making the IGC model as applicable and useful for digital heritage as possible.
Area measurement has a high priority in mathematics school education. Nevertheless, many students have problems understanding the concept of area measurement. An AR tool for visualizing square units on objects in the real world is developed to enable teachers to support understanding already in primary school. This work-in-progress paper presents the initial test version and discusses the first teaching experiment results. The students’ feedback and use of the app showed possible adaptations of the AR tool, e.g., that the idea of dynamic geometry could be incorporated in the future.
The 8th annual International Conference of the Immersive Learning Research Network (iLRN2022) was the first iLRN event to offer a hybrid experience, with two days of presentations and activities on the iLRN Virtual Campus (powered by ©Virbela), followed by three days on location at the FH University of Applied Sciences BFI in Vienna, Austria.
Les Interventions Non-Médicamenteuses (INM), et autres procédures qui peuvent leur être associées (Médecine Traditionnelle, Médecines Complémentaires et Alternatives), sont aujourd’hui d’une prépondérance à ne pas sous-estimer dans l’optique d’une santé intégrative. Une évaluation scientifique robuste est nécessaire afin de trier les pratiques néfastes ou inefficaces, de celles attestant de réels bénéfices. Dans ce domaine, les essais randomisés contrôlés (ERC) font loi, à un titre discutable du fait de leurs limites intrinsèques. Par le biais d’une revue systématique de littérature centrée sur les pratiques de manipulation corporelles comme soins de support proposés en oncologie, nous confirmons la difficulté qu’ont les ERCs de tirer des conclusions fermes et bien appuyées. Nous présentons alors une méthode interventionnelle différente et peu enseignée, les protocoles expérimentaux à cas unique, et proposons leur illustration à travers quatre études. Celles-ci portent sur l’évaluation de différentes interventions dans des contextes de maladies chroniques ou de problèmes de santé variables : 1) Jeu vidéo thérapeutique dans le cadre de la réadaptation physique de la maladie de Parkinson, 2) Intervention musicale en Soins Palliatifs, 3) Hypnose face aux restrictions hydriques de patients sous hémodialyse et 4) Séances de shiatsu face à la dysménorrhée primaire. Ces études rendent compte de résultats intéressants, et permettent de discuter des forces et faiblesses de cette méthode. Nous plaidons alors en sa faveur du fait de ses principes expérimentaux légitimes ainsi que son adéquation avec la pratique fondée sur la preuve. Nous profitons enfin de la faible qualité des études que nous avons menées pour dresser une liste de recommandations et d’écueils à considérer afin de les employer de façon optimale.
As the elderly ages, their memory, judgement and spatial orientation and cognition gradually decline. These declining abilities can result in different levels of problems in everyday life and eventually lead to a decline in the quality of life of the elderly. Therefore, this study focuses on discussing the ways to strengthen the memory and visuospatial perception skills of the elderly through simple game mechanisms.It is known from previous works that the application of a “Tangible User Interface” combined with “Augmented Reality” (Tangible Augmented Reality, TAR) technology, together with game tasks and hand-eye coordination exercises, will help gamers to achieve better interface operability and comprehension. However, it remains to be seen whether such advantages can be equally reflected in the ‘memory’ and ‘visuospatial perception’ abilities of the elderly.Therefore, a total of six subjects of middle-advanced age over 60 years old were recruited for this study and each of them was provided with each: (1) Tablet computer game without TAR operation (the game is operated entirely on the tablet computer), and (2) An interactive game with TAR operation (which combines virtual and physical operational objects). The participants were asked to complete six cognitive scales (mental load, game operation, cognitive load, self-expression, visuospatial perception, and memory degree) after completing the two kinds of games for the purpose of assessing whether the TAR game task was equally operative and comprehensible for the elderly in terms of “memory” and “visuospatial perception”.The results show that TAR games do have better operability and is more easily comprehensible, which is also reflected in the performance of the elderly in terms of “memory” and “visuospatial perception”, with an average score of 5.55 or higher (out of 7) in memory, judgement and orientation cognition. The reason is that TAR games with physical operation is conducive to improving the spatial cognition and cognitive ability of the operator through hand-eye coordination, and this advantage is indirectly reflected by the operation and performance of games that require invoking memory, judgement and directional cognition.Therefore, it can be concluded that TAR games have advantages over non-TAR tablet games in terms of memory, spatial cognition and perceptual judgement and processing training for middle-advanced age users. More complete data support shall be gained for such result by a larger number of case recruitment trials, which is to be promoted and fulfilled in future studies.KeywordsTangible Augmented RealityTangible user interfaceHand-eye coordinationThe elderlyCognitive abilityMemoryVisuospatial perception
This paper summarises the development and evaluation of a digital board game on the “Kashmir Crisis” in 2019. It is based on a card-driven board-game design of one of the authors, with the concept of “games as journalism” as one underlying design principle. As such, this is a serious game with the aim of providing information on the context of recent political events in Kashmir. In this paper we focus on the design, implementation, and evaluation of a multi-platform, digital instance of this game. The evaluation results of using the game show significantly increased engagement and slightly better learning effectiveness, compared to a control group using standard learning techniques.
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