An educational video game for nutrition of young people: Theory and design.

PubMed

Ledoux, Tracey; Griffith, Melissa; Thompson, Debbe; Nguyen, Nga; Watson, Kathy; Baranowski, Janice; Buday, Richard; Abdelsamad, Dina; Baranowski, Tom

2016-08-01

Playing Escape from DIAB (DIAB) and Nanoswarm (NANO) , epic video game adventures, increased fruit and vegetable consumption among a multi-ethnic sample of 10-12 year old children during pilot testing. Key elements of both games were educational mini-games embedded in the overall game that promoted knowledge acquisition regarding diet, physical activity and energy balance. 95-100% of participants demonstrated mastery of these mini-games suggesting knowledge acquisition. This article describes the process of designing and developing the educational mini-games. A secondary purpose was to explore the experience of children while playing the games. The educational games were based on Social Cognitive and Mastery Learning Theories. A multidisciplinary team of behavioral nutrition, PA, and video game experts designed, developed, and tested the mini-games. Alpha testing revealed children generally liked the mini-games and found them to be reasonably challenging. Process evaluation data from pilot testing revealed almost all participants completed nearly all educational mini-games in a reasonable amount of time suggesting feasibility of this approach. Future research should continue to explore the use of video games in educating children to achieve healthy behavior changes.

Teaching to Teach (with) Game Design: Game Design and Learning Workshops for Preservice Teachers

ERIC Educational Resources Information Center

Akcaoglu, Mete; Kale, Ugur

2016-01-01

Engagement in game design tasks can help preservice teachers develop pedagogical and technical skills for teaching and promoting critical thinking and problem-solving skills. Through the design process, preservice teachers not only exercise critical-thinking and problem-solving skills, but also learn about an instructional method to support their…

Game-Like Technology Innovation Education

ERIC Educational Resources Information Center

Magnussen, Rikke

2011-01-01

This paper examines the methodological challenges and perspectives of designing game-like scenarios for the implementation of innovation processes in school science education. This paper presents a design-based research study of a game-like innovation scenario designed for technology education for Danish public school students aged 13-15. Students…

An investigation of the artifacts, outcomes, and processes of constructing computer games about environmental science in a fifth grade science classroom

NASA Astrophysics Data System (ADS)

Baytak, Ahmet

Among educational researchers and practitioners, there is a growing interest in employing computer games for pedagogical purposes. The present research integrated a technology education class and a science class where 5 th graders learned about environmental issues by designing games that involved environmental concepts. The purposes of this study were to investigate how designing computer games affected the development of students' environmental knowledge, programming knowledge, environmental awareness and interest in computers. It also explored the nature of the artifacts developed and the types of knowledge represented therein. A case study (Yin, 2003) was employed within the context of a 5 th grade elementary science classroom. Fifth graders designed computer games about environmental issues to present to 2nd graders by using Scratch software. The analysis of this study was based on multiple data sources: students' pre- and post-test scores on environmental awareness, their environmental knowledge, their interest in computer science, and their game design. Included in the analyses were also data from students' computer games, participant observations, and structured interviews. The results of the study showed that students were able to successfully design functional games that represented their understanding of environment, even though the gain between pre- and post-environmental knowledge test and environmental awareness survey were minimal. The findings indicate that all students were able to use various game characteristics and programming concepts, but their prior experience with the design software affected their representations. The analyses of the interview transcriptions and games show that students improved their programming skills and that they wanted to do similar projects for other subject areas in the future. Observations showed that game design appeared to lead to knowledge-building, interaction and collaboration among students. This, in turn, encouraged students to test and improve their designs. Sharing the games, it was found, has both positive and negative effects on the students' game design process and the representation of students' understandings of the domain subject.

Increasing the Capacity of College Counseling through Video Game Design

ERIC Educational Resources Information Center

Mathis, Jonathan D.

2010-01-01

This article discusses game design concepts suggested to foster engagement while considering the needs of underserved high school students preparing for the college admission process. The contextual nature of college counseling efforts in urban secondary school settings provides a backdrop for consideration of the manner in which game design and…

Examining Feedback in an Instructional Video Game Using Process Data and Error Analysis. CRESST Report 817

ERIC Educational Resources Information Center

Buschang, Rebecca E.; Kerr, Deirdre S.; Chung, Gregory K. W. K.

2012-01-01

Appropriately designed technology-based learning environments such as video games can be used to give immediate and individualized feedback to students. However, little is known about the design and use of feedback in instructional video games. This study investigated how feedback used in a mathematics video game about fractions impacted student…

A Theoretical Framework for Serious Game Design: Exploring Pedagogy, Play and Fidelity and Their Implications for the Design Process

ERIC Educational Resources Information Center

Rooney, Pauline

2012-01-01

It is widely acknowledged that digital games can provide an engaging, motivating and "fun" experience for students. However an entertaining game does not necessarily constitute a meaningful, valuable learning experience. For this reason, experts espouse the importance of underpinning serious games with a sound theoretical framework which…

A Case Study on Collective Cognition and Operation in Team-Based Computer Game Design by Middle-School Children

ERIC Educational Resources Information Center

Ke, Fengfeng; Im, Tami

2014-01-01

This case study examined team-based computer-game design efforts by children with diverse abilities to explore the nature of their collective design actions and cognitive processes. Ten teams of middle-school children, with a high percentage of minority students, participated in a 6-weeks, computer-assisted math-game-design program. Essential…

Design, engineering and utility of biotic games.

PubMed

Riedel-Kruse, Ingmar H; Chung, Alice M; Dura, Burak; Hamilton, Andrea L; Lee, Byung C

2011-01-07

Games are a significant and defining part of human culture, and their utility beyond pure entertainment has been demonstrated with so-called 'serious games'. Biotechnology--despite its recent advancements--has had no impact on gaming yet. Here we propose the concept of 'biotic games', i.e., games that operate on biological processes. Utilizing a variety of biological processes we designed and tested a collection of games: 'Enlightenment', 'Ciliaball', 'PAC-mecium', 'Microbash', 'Biotic Pinball', 'POND PONG', 'PolymerRace', and 'The Prisoner's Smellemma'. We found that biotic games exhibit unique features compared to existing game modalities, such as utilizing biological noise, providing a real-life experience rather than virtual reality, and integrating the chemical senses into play. Analogous to video games, biotic games could have significant conceptual and cost-reducing effects on biotechnology and eventually healthcare; enable volunteers to participate in crowd-sourcing to support medical research; and educate society at large to support personal medical decisions and the public discourse on bio-related issues.

The educational game design on relation and functionmaterials

NASA Astrophysics Data System (ADS)

Pramuditya, S. A.; Noto, M. S.; Syaefullah, D.

2018-05-01

Information technology development is certainly very helpful and important for life, especially for education. Media is always associated with technology. Media is considered important because as a tool in the learning process both inside and outside the classroom and can also be used in the framework of communication and interaction with teachers and students in the learning process. Smartphone technology is currently growing very rapidly, especially for Android platform. Game is one of the entertainment media that becomes an option to eliminate boring or just to spend a time. Educational games specifically designed to teach users a particular learning, developing concepts and understanding and guiding them in training their abilities and motivating them to play it. Game of mathematics education is a game inserted by mathematics learning content. This article discusses development research of designing educational game. The purpose of this research was to produce educational games on relation and function, which should be valid and practical. This research adapts the development model of ADDIE, restricted by analysis, design, and development. Data were collected from validation and practical sheets then were analysed descriptively. Based on the results of data analysis, our educational game was valid and practical.

Analog Design for Digital Deployment of a Serious Leadership Game

NASA Technical Reports Server (NTRS)

Maxwell, Nicholas; Lang, Tristan; Herman, Jeffrey L.; Phares, Richard

2012-01-01

This paper presents the design, development, and user testing of a leadership development simulation. The authors share lessons learned from using a design process for a board game to allow for quick and inexpensive revision cycles during the development of a serious leadership development game. The goal of this leadership simulation is to accelerate the development of leadership capacity in high-potential mid-level managers (GS-15 level) in a federal government agency. Simulation design included a mixed-method needs analysis, using both quantitative and qualitative approaches to determine organizational leadership needs. Eight design iterations were conducted, including three user testing phases. Three re-design iterations followed initial development, enabling game testing as part of comprehensive instructional events. Subsequent design, development and testing processes targeted digital application to a computer- and tablet-based environment. Recommendations include pros and cons of development and learner testing of an initial analog simulation prior to full digital simulation development.

Improving Video Game Development: Facilitating Heterogeneous Team Collaboration through Flexible Software Processes

NASA Astrophysics Data System (ADS)

Musil, Juergen; Schweda, Angelika; Winkler, Dietmar; Biffl, Stefan

Based on our observations of Austrian video game software development (VGSD) practices we identified a lack of systematic processes/method support and inefficient collaboration between various involved disciplines, i.e. engineers and artists. VGSD includes heterogeneous disciplines, e.g. creative arts, game/content design, and software. Nevertheless, improving team collaboration and process support is an ongoing challenge to enable a comprehensive view on game development projects. Lessons learned from software engineering practices can help game developers to increase game development processes within a heterogeneous environment. Based on a state of the practice survey in the Austrian games industry, this paper presents (a) first results with focus on process/method support and (b) suggests a candidate flexible process approach based on Scrum to improve VGSD and team collaboration. Results showed (a) a trend to highly flexible software processes involving various disciplines and (b) identified the suggested flexible process approach as feasible and useful for project application.

Serious game design principles: The impact of game design on learning outcomes

NASA Astrophysics Data System (ADS)

Martin, Michael W.

This dissertation examines the research question "How do video game design principles affect learning outcomes in serious games?" This research first develops a theoretical foundation concerning the meaning of the terms "game" and "serious game". This conceptual clarification is broken down into analytic propositions, which state that games have participants, rules, goals and challenges, and synthetic propositions, which state that the games should be intrinsically compelling, provide meaningful choices, and be self encapsulated. Based on these synthetic propositions, three hypotheses were developed. The hypotheses are that games with an enhanced aesthetic presentation, more meaningful choices, or provide player competition will elicit higher learning outcomes than identical games without these factors. These hypotheses were tested via a quantitative experiment involving 172 undergraduate students in the Old Dominion University Chemistry Department. The students were asked to play a chemistry-oriented serious game entitled Element Solitaire©, which was created by the research author. The students were randomly given different treatments of the Element Solitaire© game to play, and the difference between their learning outcomes were compared. The experimental results demonstrated that the aesthetic presentation of a game can have a significant impact upon the learning outcome. The experiment was not able to discern significant effects from the choice or competition conditions, but further examination of the experimental data did reveal some insight into these aspects of serious game design. Choices need to provide the player with options that have a sufficient value that they will be considered and the application of competition within games needs to be judiciously implemented to promote a positive affect for all players. The results of the theoretical foundations and empirical evidence were then combined with additional theoretical research to develop a set of design principles and a proposed serious game development process. These guidelines were researched and examined via the design and development process of several serious game prototypes and the examination of a large body of existing serious games. The end result is a practical procedure that is rooted in theory and quantitative experimentation.

Design Guidelines for Classroom Multiplayer Presential Games (CMPG)

ERIC Educational Resources Information Center

Villalta, M.; Gajardo, I.; Nussbaum, M.; Andreu, J. J.; Echeverria, A.; Plass, J. L.

2011-01-01

In a Classroom Multiplayer Presential Game (CMPG) peers interact collaboratively with the virtual world and amongst themselves in a shared space. The design of this kind of game, however, is a complex process that must consider instruction strategies, methodology, usability and ludic aspects. This article's aim is to develop and systematize…

Learning with Calculator Games

ERIC Educational Resources Information Center

Frahm, Bruce

2013-01-01

Educational games provide a fun introduction to new material and a review of mathematical algorithms. Specifically, games can be designed to assist students in developing mathematical skills as an incidental consequence of the game-playing process. The programs presented in this article are adaptations of board games or television shows that…

BIT BY BIT: A Game Simulating Natural Language Processing in Computers

ERIC Educational Resources Information Center

Kato, Taichi; Arakawa, Chuichi

2008-01-01

BIT BY BIT is an encryption game that is designed to improve students' understanding of natural language processing in computers. Participants encode clear words into binary code using an encryption key and exchange them in the game. BIT BY BIT enables participants who do not understand the concept of binary numbers to perform the process of…

Gaming Literacies: A Game Design Study in Action

ERIC Educational Resources Information Center

Salen, Katie

2007-01-01

Educators and education advocates have recently acknowledged that the ability to think systemically is one of the necessary skills for success in the 21st century. Game-making is especially well-suited to encouraging meta-level reflection on the skills and processes that designer-players use in building such systems. Membership in a community of…

Designing Serious Computer Games for People With Moderate and Advanced Dementia: Interdisciplinary Theory-Driven Pilot Study.

PubMed

Tziraki, Chariklia; Berenbaum, Rakel; Gross, Daniel; Abikhzer, Judith; Ben-David, Boaz M

2017-07-31

The field of serious games for people with dementia (PwD) is mostly driven by game-design principals typically applied to games created by and for younger individuals. Little has been done developing serious games to help PwD maintain cognition and to support functionality. We aimed to create a theory-based serious game for PwD, with input from a multi-disciplinary team familiar with aging, dementia, and gaming theory, as well as direct input from end users (the iterative process). Targeting enhanced self-efficacy in daily activities, the goal was to generate a game that is acceptable, accessible and engaging for PwD. The theory-driven game development was based on the following learning theories: learning in context, errorless learning, building on capacities, and acknowledging biological changes-all with the aim to boost self-efficacy. The iterative participatory process was used for game screen development with input of 34 PwD and 14 healthy community dwelling older adults, aged over 65 years. Development of game screens was informed by the bio-psychological aging related disabilities (ie, motor, visual, and perception) as well as remaining neuropsychological capacities (ie, implicit memory) of PwD. At the conclusion of the iterative development process, a prototype game with 39 screens was used for a pilot study with 24 PwD and 14 healthy community dwelling older adults. The game was played twice weekly for 10 weeks. Quantitative analysis showed that the average speed of successful screen completion was significantly longer for PwD compared with healthy older adults. Both PwD and controls showed an equivalent linear increase in the speed for task completion with practice by the third session (P<.02). Most important, the rate of improved processing speed with practice was not statistically different between PwD and controls. This may imply that some form of learning occurred for PwD at a nonsignificantly different rate than for controls. Qualitative results indicate that PwD found the game engaging and fun. Healthy older adults found the game too easy. Increase in self-reported self-efficacy was documented with PwD only. Our study demonstrated that PwD's speed improved with practice at the same rate as healthy older adults. This implies that when tasks are designed to match PwD's abilities, learning ensues. In addition, this pilot study of a serious game, designed for PwD, was accessible, acceptable, and enjoyable for end users. Games designed based on learning theories and input of end users and a multi-disciplinary team familiar with dementia and aging may have the potential of maintaining capacity and improving functionality of PwD. A larger longer study is needed to confirm our findings and evaluate the use of these games in assessing cognitive status and functionality. ©Chariklia Tziraki, Rakel Berenbaum, Daniel Gross, Judith Abikhzer, Boaz M Ben-David. Originally published in JMIR Serious Games (http://games.jmir.org), 31.07.2017.

Iterative Design and Testing for the Development of a Game-Based Chlamydia Awareness Intervention: A Pilot Study.

PubMed

Jiang, Rui; McKanna, James; Calabrese, Samantha; Seif El-Nasr, Magy

2017-08-01

Herein we describe a methodology for developing a game-based intervention to raise awareness of Chlamydia and other sexually transmitted infections among youth in Boston's underserved communities. We engaged in three design-based experiments. These utilized mixed methods, including playtesting and assessment methods, to examine the overall effectiveness of the game. In this case, effectiveness is defined as (1) engaging the target group, (2) increasing knowledge about Chlamydia, and (3) changing attitudes toward Chlamydia testing. These three experiments were performed using participants from different communities and with slightly different versions of the game, as we iterated through the design/feedback process. Overall, participants who played the game showed a significant increase in participants' knowledge of Chlamydia compared with those in the control group (P = 0.0002). The version of the game, including elements specifically targeting systemic thinking, showed significant improvement in participants' intent to get tested compared with the version of the game without such elements (Stage 2: P > 0.05; Stage 3: P = 0.0045). Furthermore, during both Stage 2 and Stage 3, participants showed high levels of enjoyment, mood, and participation and moderate levels of game engagement and social engagement. During Stage 3, however, participants' game engagement (P = 0.0003), social engagement (P = 0.0003), and participation (P = 0.0003) were significantly higher compared with those of Stage 2. Thus, we believe that motivation improvements from Stage 2 to 3 were also effective. Finally, participants' overall learning effectiveness was correlated with their prepositive affect (r = 0.52) and their postproblem hierarchy (r = -0.54). The game improved considerably from its initial conception through three stages of iterative design and feedback. Our assessment methods for each stage targeted and integrated learning, health, and engagement outcomes. Lessons learned through this iterative design process are a great contribution to the games for health community, especially in targeting the development of health and learning goals through game design.

Development and Evaluation of a Cognitive Training Game for Older People: A Design-based Approach.

PubMed

Lu, Ming-Hsin; Lin, Weijane; Yueh, Hsiu-Ping

2017-01-01

In the research field of cognitive aging, games have gained attention as training interventions to remediate age-related deficits. Cognitive training games on computer, video and mobile platforms have shown ample and positive support. However, the generalized effects are not agreed upon unanimously, and the game tasks are usually simple and decontextualized due to the limitations of measurements. This study adopted a qualitative approach of design-based research (DBR) to systematically review and pragmatically examine the regime, presentation and feedback design of a cognitive training game for older adults. An overview of the literature of cognitive aging and training games was conducted to form the theoretical conjectures of the design, and an iterative cycle and process were employed to develop a mobile game for older adults who are homebound or receiving care in a nursing home. Stakeholders, i.e., elderly users and institutional administrators, were invited to participate in the design process. Using two cycles of design and evaluation, a working prototype of an iPad-based app that accounted for the needs of elderly adults in terms of form, appearance and working function was developed and tested in the actual contexts of the participants' homes and an assisted living facility. The results showed that the cognitive training game developed in this study was accepted by the participants, and a high degree of satisfaction was noted. Moreover, the elements of the interface, including its size, layout and control flow, were tested and found to be suitable for use. This study contributes to the literature by providing design suggestions for such games, including the designs of the cognitive training structure, interface, interaction, instructions and feedback, based on empirical evidence collected in natural settings. This study further suggests that the effectiveness of cognitive training in mobile games be evaluated through field and physical testing on a larger scale in the future.

Development and Evaluation of a Cognitive Training Game for Older People: A Design-based Approach

PubMed Central

Lu, Ming-Hsin; Lin, Weijane; Yueh, Hsiu-Ping

2017-01-01

In the research field of cognitive aging, games have gained attention as training interventions to remediate age-related deficits. Cognitive training games on computer, video and mobile platforms have shown ample and positive support. However, the generalized effects are not agreed upon unanimously, and the game tasks are usually simple and decontextualized due to the limitations of measurements. This study adopted a qualitative approach of design-based research (DBR) to systematically review and pragmatically examine the regime, presentation and feedback design of a cognitive training game for older adults. An overview of the literature of cognitive aging and training games was conducted to form the theoretical conjectures of the design, and an iterative cycle and process were employed to develop a mobile game for older adults who are homebound or receiving care in a nursing home. Stakeholders, i.e., elderly users and institutional administrators, were invited to participate in the design process. Using two cycles of design and evaluation, a working prototype of an iPad-based app that accounted for the needs of elderly adults in terms of form, appearance and working function was developed and tested in the actual contexts of the participants' homes and an assisted living facility. The results showed that the cognitive training game developed in this study was accepted by the participants, and a high degree of satisfaction was noted. Moreover, the elements of the interface, including its size, layout and control flow, were tested and found to be suitable for use. This study contributes to the literature by providing design suggestions for such games, including the designs of the cognitive training structure, interface, interaction, instructions and feedback, based on empirical evidence collected in natural settings. This study further suggests that the effectiveness of cognitive training in mobile games be evaluated through field and physical testing on a larger scale in the future. PMID:29089914

Teacher's Guide to Canal. The Middlesex Canal: A Role Playing Exercise.

ERIC Educational Resources Information Center

Holmes, Cary W.; Tedesco, Paul H.

The document consists of a role-playing game and related teacher's guide designed to illustrate decision-making processes leading to the building of the Middlesex Canal in Massachusetts in 1793. The primary educational objective is to involve students in the decision-making process through role play. The game is designed to facilitate…

Developing e-Bug web games to teach microbiology.

PubMed

Farrell, David; Kostkova, Patty; Lazareck, Lisa; Weerasinghe, Dasun; Weinberg, Julius; Lecky, Donna M; Adriaenssens, Niels; Koprivová Herotová, Tereza; Holt, Jette; Touboul, Pia; Merakou, Kyriakoula; Koncan, Raffaella; Olczak-Pienkowska, Anna; Avô, António Brito; Campos, José; McNulty, Cliodna A M

2011-06-01

As a complement to the e-Bug teaching pack, two e-Bug games were developed to provide content that aimed to entertain as well as to educate. A set of agreed learning outcomes (LOs) were provided by the scientific partners of the e-Bug Project and the games were developed using user-centred design techniques (the needs, wants and limitations of the potential game players were assessed at each stage of the design process). The e-Bug games were designed for two age groups: Junior (9-12 year olds); and Senior (13-15 year olds). A study using focus groups was done to gain an understanding as to the types of games enjoyed by the target users. According to the preliminary study, the Junior Game was developed as a platform game and the Senior Game was developed as a story-based detective game. The Junior Game consists of five levels, each associated with a set of LOs. Similarly, the Senior Game consists of four missions, each comprising five stages using problem-based learning techniques and LOs. In this paper, the process of development for each game is described in detail and an illustration is provided of how each game level or mission addresses the target LOs. Development of the games used feedback acquired from children in four schools across the UK (Glasgow, London and two in Gloucester). The children were selected according to their willingness to participate. European Partners of the e-Bug Project also provided further support, translation and requests for modifications. The knowledge gained of LOs and further evaluation of the games is continuing, and preliminary results are in press. The final versions of the games, translated into 11 European languages, are available online via www.e-bug.eu.

Learning to Deflect: Conceptual Change in Physics during Digital Game Play

ERIC Educational Resources Information Center

Sengupta, Pratim; Krinks, Kara D.; Clark, Douglas B.

2015-01-01

How does deep conceptual change occur when students play well-designed educational games? To answer this question, we present a case study in the form of a microgenetic analysis of a student's processes of knowledge construction as he played a conceptually-integrated digital game (SURGE Next) designed to support learning about Newtonian mechanics.…

Nursing Students' Experiential Learning Processes Using an Online 3D Simulation Game

ERIC Educational Resources Information Center

Koivisto, Jaana-Maija; Niemi, Hannele; Multisilta, Jari; Eriksson, Elina

2017-01-01

The growing use of game-based simulation in healthcare education reflects the opportunities afforded to learners by serious games, which simulate real-world situations and enable students to emulate the roles of healthcare professionals in a safe and engaging learning environment. As part of a design-based research project to design, test, and…

Developing a policy game intervention to enhance collaboration in public health policymaking in three European countries.

PubMed

Spitters, H P E M; van Oers, J A M; Sandu, P; Lau, C J; Quanjel, M; Dulf, D; Chereches, R; van de Goor, L A M

2017-12-19

One of the key elements to enhance the uptake of evidence in public health policies is stimulating cross-sector collaboration. An intervention stimulating collaboration is a policy game. The aim of this study was to describe the design and methods of the development process of the policy game ‘In2Action’ within a real-life setting of public health policymaking networks in the Netherlands, Denmark and Romania. The development of the policy game intervention consisted of three phases, pre intervention, designing the game intervention and tailoring the intervention. In2Action was developed as a role-play game of one day, with main focus to develop in collaboration a cross-sector implementation plan based on the approved strategic local public health policy. This study introduced an innovative intervention for public health policymaking. It described the design and development of the generic frame of the In2Action game focusing on enhancing collaboration in local public health policymaking networks. By keeping the game generic, it became suitable for each of the three country cases with only minor changes. The generic frame of the game is expected to be generalizable for other European countries to stimulate interaction and collaboration in the policy process.

Gaming: An Emergent Discipline.

ERIC Educational Resources Information Center

Duke, Richard D.

1995-01-01

This personal narrative traces the background of instructional gaming from 1958 to 1995. The advantages and disadvantages of gaming as a disciplined activity are considered. The evolution of professional organizations, related academic activity, the game design process, and the need for consistent use of terms are addressed. Contains 57…

Serious Gaming in Medical Education: A Proposed Structured Framework for Game Development.

PubMed

Olszewski, Aleksandra E; Wolbrink, Traci A

2017-08-01

Serious games are increasingly being used for medical education. However, the design and development of serious games for the education of health professionals is highly variable, and very few articles report the development process used for game development. There are many established processes for software development that can improve and streamline development, and incorporating the best practices from educational pedagogy and software development may enhance teamwork and communication, decrease development costs, and improve the quality of serious games. In this article, we review and summarize the literature for serious game development for medical education, and combining the best practices, we propose a structured three-phase iterative development framework for serious game development.

Designing Serious Computer Games for People With Moderate and Advanced Dementia: Interdisciplinary Theory-Driven Pilot Study

PubMed Central

Gross, Daniel; Abikhzer, Judith

2017-01-01

Background The field of serious games for people with dementia (PwD) is mostly driven by game-design principals typically applied to games created by and for younger individuals. Little has been done developing serious games to help PwD maintain cognition and to support functionality. Objectives We aimed to create a theory-based serious game for PwD, with input from a multi-disciplinary team familiar with aging, dementia, and gaming theory, as well as direct input from end users (the iterative process). Targeting enhanced self-efficacy in daily activities, the goal was to generate a game that is acceptable, accessible and engaging for PwD. Methods The theory-driven game development was based on the following learning theories: learning in context, errorless learning, building on capacities, and acknowledging biological changes—all with the aim to boost self-efficacy. The iterative participatory process was used for game screen development with input of 34 PwD and 14 healthy community dwelling older adults, aged over 65 years. Development of game screens was informed by the bio-psychological aging related disabilities (ie, motor, visual, and perception) as well as remaining neuropsychological capacities (ie, implicit memory) of PwD. At the conclusion of the iterative development process, a prototype game with 39 screens was used for a pilot study with 24 PwD and 14 healthy community dwelling older adults. The game was played twice weekly for 10 weeks. Results Quantitative analysis showed that the average speed of successful screen completion was significantly longer for PwD compared with healthy older adults. Both PwD and controls showed an equivalent linear increase in the speed for task completion with practice by the third session (P<.02). Most important, the rate of improved processing speed with practice was not statistically different between PwD and controls. This may imply that some form of learning occurred for PwD at a nonsignificantly different rate than for controls. Qualitative results indicate that PwD found the game engaging and fun. Healthy older adults found the game too easy. Increase in self-reported self-efficacy was documented with PwD only. Conclusions Our study demonstrated that PwD’s speed improved with practice at the same rate as healthy older adults. This implies that when tasks are designed to match PwD’s abilities, learning ensues. In addition, this pilot study of a serious game, designed for PwD, was accessible, acceptable, and enjoyable for end users. Games designed based on learning theories and input of end users and a multi-disciplinary team familiar with dementia and aging may have the potential of maintaining capacity and improving functionality of PwD. A larger longer study is needed to confirm our findings and evaluate the use of these games in assessing cognitive status and functionality. PMID:28760730

Game Methods of Collective Decision Making in Management Consulting.

ERIC Educational Resources Information Center

Prigozhin, Arkadii Il'ich

1991-01-01

Explores former Soviet management consultants' increased use of social psychological game methods. Identifies such games as means of involving segments of client organizations in accomplishing shared tasks. Proposes a "practical" business game, designed to shape the process of formulating new management decisions at a radical level.…

Design Features in Games for Health: Disciplinary and Interdisciplinary Expert Perspectives.

PubMed

Kelley, Christina; Wilcox, Lauren; Ng, Wendy; Schiffer, Jade; Hammer, Jessica

2017-06-01

Games for health (G4H) aim to improve health outcomes and encourage behavior change. While existing theoretical frameworks describe features of both games and health interventions, there has been limited systematic investigation into how disciplinary and interdisciplinary stakeholders understand design features in G4H. We recruited 18 experts from the fields of game design, behavioral health, and games for health, and prompted them with 16 sample games. Applying methods including open card sorting and triading, we elicited themes and features (e.g., real-world interaction, game mechanics) around G4H. We found evidence of conceptual differences suggesting that a G4H perspective is not simply the sum of game and health perspectives. At the same time, we found evidence of convergence in stakeholder views, including areas where game experts provided insights about health and vice versa. We discuss how this work can be applied to provide conceptual tools, improve the G4H design process, and guide approaches to encoding G4H-related data for large-scale empirical analysis.

Design Features in Games for Health: Disciplinary and Interdisciplinary Expert Perspectives

PubMed Central

Kelley, Christina; Wilcox, Lauren; Ng, Wendy; Schiffer, Jade; Hammer, Jessica

2017-01-01

Games for health (G4H) aim to improve health outcomes and encourage behavior change. While existing theoretical frameworks describe features of both games and health interventions, there has been limited systematic investigation into how disciplinary and interdisciplinary stakeholders understand design features in G4H. We recruited 18 experts from the fields of game design, behavioral health, and games for health, and prompted them with 16 sample games. Applying methods including open card sorting and triading, we elicited themes and features (e.g., real-world interaction, game mechanics) around G4H. We found evidence of conceptual differences suggesting that a G4H perspective is not simply the sum of game and health perspectives. At the same time, we found evidence of convergence in stakeholder views, including areas where game experts provided insights about health and vice versa. We discuss how this work can be applied to provide conceptual tools, improve the G4H design process, and guide approaches to encoding G4H–related data for large-scale empirical analysis. PMID:28868523

Critical Games: Four Games To Help Develop Critical Perspectives on Economic and Social Development.

ERIC Educational Resources Information Center

Cumming, James A., Ed.

The four games in this booklet are designed to stimulate critical thinking about the effects of structural and cultural issues on society and on the process of social change. The first and original game, "The Growth Game," gives participants a hands-on experience with the basic theoretical constructs of a Marxian critique of the mainstream tenets…

DOE Office of Scientific and Technical Information (OSTI.GOV)

Greitzer, Frank L.; Kuchar, Olga A.; Huston, Kristy A.

Serious games use entertainment principles, creativity, and technology to meet government or corporate training objectives, but these principles alone will not guarantee that the intended learning will occur. To be effective, serious games must incorporate sound cognitive, learning, and pedagogical principles into their design and structure. In this paper, we review cognitive principles that can be applied to improve the training effectiveness in serious games and we describe a process we used to design improvements for an existing game-based training application in the domain of cyber security education.

An Approach to Scoring Collaboration in Online Game Environments

ERIC Educational Resources Information Center

Scoular, Claire; Care, Esther; Awwal, Nafisa

2017-01-01

With technological advances, it is now possible to use games to capture information-rich behaviours that reveal processes by which players interact and solve problems. Recent problem-based games have been designed to assess and record detailed interactions between the problem solver and the game environment, and thereby capture salient solution…

Improving physics instruction by analyzing video games

NASA Astrophysics Data System (ADS)

Beatty, Ian D.

2013-01-01

Video games can be very powerful teaching systems, and game designers have become adept at optimizing player engagement while scaffolding development of complex skills and situated knowledge. One implication is that we might create games to teach physics. Another, which I explore here, is that we might learn to improve classroom physics instruction by studying effective games. James Gee, in his book What Video Games Have to Teach Us About Learning and Literacy (2007), articulates 36 principles that make good video games highly effective as learning environments. In this theoretical work, I identify 16 themes running through Gee's principles, and explore how these themes and Gee's principles could be applied to the design of an on-campus physics course. I argue that the process pushes us to confront aspects of learning that physics instructors and even physics education researchers generally neglect, and suggest some novel ideas for course design.

Active video games as a tool to prevent excessive weight gain in adolescents: rationale, design and methods of a randomized controlled trial

PubMed Central

2014-01-01

Background Excessive body weight, low physical activity and excessive sedentary time in youth are major public health concerns. A new generation of video games, the ones that require physical activity to play the games –i.e. active games- may be a promising alternative to traditional non-active games to promote physical activity and reduce sedentary behaviors in youth. The aim of this manuscript is to describe the design of a study evaluating the effects of a family oriented active game intervention, incorporating several motivational elements, on anthropometrics and health behaviors in adolescents. Methods/Design The study is a randomized controlled trial (RCT), with non-active gaming adolescents aged 12 – 16 years old randomly allocated to a ten month intervention (receiving active games, as well as an encouragement to play) or a waiting-list control group (receiving active games after the intervention period). Primary outcomes are adolescents’ measured BMI-SDS (SDS = adjusted for mean standard deviation score), waist circumference-SDS, hip circumference and sum of skinfolds. Secondary outcomes are adolescents’ self-reported time spent playing active and non-active games, other sedentary activities and consumption of sugar-sweetened beverages. In addition, a process evaluation is conducted, assessing the sustainability of the active games, enjoyment, perceived competence, perceived barriers for active game play, game context, injuries from active game play, activity replacement and intention to continue playing the active games. Discussion This is the first adequately powered RCT including normal weight adolescents, evaluating a reasonably long period of provision of and exposure to active games. Next, strong elements are the incorporating motivational elements for active game play and a comprehensive process evaluation. This trial will provide evidence regarding the potential contribution of active games in prevention of excessive weight gain in adolescents. Trial registration Dutch Trial register NTR3228. PMID:24661535

A hybrid fuzzy logic/constraint satisfaction problem approach to automatic decision making in simulation game models.

PubMed

Braathen, Sverre; Sendstad, Ole Jakob

2004-08-01

Possible techniques for representing automatic decision-making behavior approximating human experts in complex simulation model experiments are of interest. Here, fuzzy logic (FL) and constraint satisfaction problem (CSP) methods are applied in a hybrid design of automatic decision making in simulation game models. The decision processes of a military headquarters are used as a model for the FL/CSP decision agents choice of variables and rulebases. The hybrid decision agent design is applied in two different types of simulation games to test the general applicability of the design. The first application is a two-sided zero-sum sequential resource allocation game with imperfect information interpreted as an air campaign game. The second example is a network flow stochastic board game designed to capture important aspects of land manoeuvre operations. The proposed design is shown to perform well also in this complex game with a very large (billionsize) action set. Training of the automatic FL/CSP decision agents against selected performance measures is also shown and results are presented together with directions for future research.

Game Over?

NASA Astrophysics Data System (ADS)

Harteveld, Casper

This level marks the ending of the book. After comparing the game design process to a children's book about designing a butterfly, it goes into how a balance is found when designing a game. To explain this, an analogy is made with the concept of Yin and Yang. This level further deals with the “so what” and “who cares” question of the Triadic Game Design (TGD) approach. It is concluded that it can be used as an “analytical lens,” “application tool,” or “puzzle frame” in the field of games. But to have a real impact on the actual practice, it is needed that people are familiar with the idea of TGD. Since game design is (generally) collaborative, it would be beneficial that more than one person knows about it. For this reason, a game-based workshop has been developed that can be employed at the beginning of a project. Besides making sure that a project runs smoothly during the design, considerations should also be made about what happens if the game is finished. From the observations of the “life after the design” it becomes clear that this is certainly an issue that should not be neglected. The main message of this level concerns, however, that although this book is “game over,” it is everything but “over” for the design and research of games. To bring the field to “the next level,” structural approaches are needed and TGD is one of them. With the insights of this approach in mind, people can start to “dance.” Because it takes two to tango, but it takes three to design a game with a meaningful purpose.

S3D depth-axis interaction for video games: performance and engagement

NASA Astrophysics Data System (ADS)

Zerebecki, Chris; Stanfield, Brodie; Hogue, Andrew; Kapralos, Bill; Collins, Karen

2013-03-01

Game developers have yet to embrace and explore the interactive stereoscopic 3D medium. They typically view stereoscopy as a separate mode that can be disabled throughout the design process and rarely develop game mechanics that take advantage of the stereoscopic 3D medium. What if we designed games to be S3D-specific and viewed traditional 2D viewing as a separate mode that can be disabled? The design choices made throughout such a process may yield interesting and compelling results. Furthermore, we believe that interaction within a stereoscopic 3D environment is more important than the visual experience itself and therefore, further exploration is needed to take into account the interactive affordances presented by stereoscopic 3D displays. Stereoscopic 3D displays allow players to perceive objects at different depths, thus we hypothesize that designing a core mechanic to take advantage of this viewing paradigm will create compelling content. In this paper, we describe Z-Fighter a game that we have developed that requires the player to interact directly along the stereoscopic 3D depth axis. We also outline an experiment conducted to investigate the performance, perception, and enjoyment of this game in stereoscopic 3D vs. traditional 2D viewing.

Altered reward processing in pathological computer gamers – ERP-results from a semi-natural Gaming-Design

PubMed Central

Duven, Eva C P; Müller, Kai W; Beutel, Manfred E; Wölfling, Klaus

2015-01-01

Introduction Internet Gaming Disorder has been added as a research diagnosis in section III for the DSM-V. Previous findings from neuroscientific research indicate an enhanced motivational attention toward cues related to computer games, similar to findings in substance-related addictions. On the other hand in clinical observational studies tolerance effects are reported by patients with Internet Gaming disorder. In the present study we investigated whether an enhanced motivational attention or tolerance effects are present in patients with Internet Gaming Disorder. Methods A clinical sample from the Outpatient Clinic for Behavioral Addictions in Mainz, Germany was recruited, fulfilling the diagnostic criteria for Internet Gaming Disorder. In a semi-natural EEG design participants played a computer game during the recording of event-related potentials to assess reward processing. Results The results indicated an attenuated P300 for patients with Internet Gaming Disorder in response to rewards in comparison to healthy controls, while the latency of N100 was prolonged and the amplitude of N100 was increased. Conclusions Our findings support the hypothesis that tolerance effects are present in patients with Internet Gaming Disorder, when actively playing computer games. In addition, the initial orienting toward the gaming reward is suggested to consume more capacity for patients with Internet Gaming Disorder, which has been similarly reported by other studies with other methodological background in disorders of substance-related addictions. PMID:25722946

Altered reward processing in pathological computer gamers--ERP-results from a semi-natural gaming-design.

PubMed

Duven, Eva C P; Müller, Kai W; Beutel, Manfred E; Wölfling, Klaus

2015-01-01

Internet Gaming Disorder has been added as a research diagnosis in section III for the DSM-V. Previous findings from neuroscientific research indicate an enhanced motivational attention toward cues related to computer games, similar to findings in substance-related addictions. On the other hand in clinical observational studies tolerance effects are reported by patients with Internet Gaming disorder. In the present study we investigated whether an enhanced motivational attention or tolerance effects are present in patients with Internet Gaming Disorder. A clinical sample from the Outpatient Clinic for Behavioral Addictions in Mainz, Germany was recruited, fulfilling the diagnostic criteria for Internet Gaming Disorder. In a semi-natural EEG design participants played a computer game during the recording of event-related potentials to assess reward processing. The results indicated an attenuated P300 for patients with Internet Gaming Disorder in response to rewards in comparison to healthy controls, while the latency of N100 was prolonged and the amplitude of N100 was increased. Our findings support the hypothesis that tolerance effects are present in patients with Internet Gaming Disorder, when actively playing computer games. In addition, the initial orienting toward the gaming reward is suggested to consume more capacity for patients with Internet Gaming Disorder, which has been similarly reported by other studies with other methodological background in disorders of substance-related addictions.

A Look inside a MUVE Design Process: Blending Instructional Design and Game Principles to Target Writing Skills

ERIC Educational Resources Information Center

Warren, Scott J.; Stein, Richard A.; Dondlinger, Mary Jo; Barab, Sasha A.

2009-01-01

The number of games, simulations, and multi-user virtual environments designed to promote learning, engagement with subject matter, or intended to contextualize learning has been steadily increasing over the past decade. While the use of these digital designs in educational settings has begun to show promise for improving learning, motivation, and…

Using Android-Based Educational Game for Learning Colloid Material

NASA Astrophysics Data System (ADS)

Sari, S.; Anjani, R.; Farida, I.; Ramdhani, M. A.

2017-09-01

This research is based on the importance of the development of student’s chemical literacy on Colloid material using Android-based educational game media. Educational game products are developed through research and development design. In the analysis phase, material analysis is performed to generate concept maps, determine chemical literacy indicators, game strategies and set game paths. In the design phase, product packaging is carried out, then validation and feasibility test are performed. Research produces educational game based on Android that has the characteristics that is: Colloid material presented in 12 levels of game in the form of questions and challenges, presents visualization of discourse, images and animation contextually to develop the process of thinking and attitude. Based on the analysis of validation and trial results, the product is considered feasible to use.

Conway's "Game of Life" and the Epigenetic Principle.

PubMed

Caballero, Lorena; Hodge, Bob; Hernandez, Sergio

2016-01-01

Cellular automatons and computer simulation games are widely used as heuristic devices in biology, to explore implications and consequences of specific theories. Conway's Game of Life has been widely used for this purpose. This game was designed to explore the evolution of ecological communities. We apply it to other biological processes, including symbiopoiesis. We show that Conway's organization of rules reflects the epigenetic principle, that genetic action and developmental processes are inseparable dimensions of a single biological system, analogous to the integration processes in symbiopoiesis. We look for similarities and differences between two epigenetic models, by Turing and Edelman, as they are realized in Game of Life objects. We show the value of computer simulations to experiment with and propose generalizations of broader scope with novel testable predictions. We use the game to explore issues in symbiopoiesis and evo-devo, where we explore a fractal hypothesis: that self-similarity exists at different levels (cells, organisms, ecological communities) as a result of homologous interactions of two as processes modeled in the Game of Life.

Novel Card Games for Learning Radiographic Image Quality and Urologic Imaging in Veterinary Medicine.

PubMed

Ober, Christopher P

Second-year veterinary students are often challenged by concepts in veterinary radiology, including the fundamentals of image quality and generation of differential lists. Four card games were developed to provide veterinary students with a supplemental means of learning about radiographic image quality and differential diagnoses in urogenital imaging. Students played these games and completed assessments of their subject knowledge before and after playing. The hypothesis was that playing each game would improve students' understanding of the topic area. For each game, students who played the game performed better on the post-test than students who did not play that game (all p<.01). For three of the four games, students who played each respective game demonstrated significant improvement in scores between the pre-test and the post-test (p<.002). The majority of students expressed that the games were both helpful and enjoyable. Educationally focused games can help students learn classroom and laboratory material. However, game design is important, as the game using the most passive learning process also demonstrated the weakest results. In addition, based on participants' comments, the games were very useful in improving student engagement in the learning process. Thus, use of games in the classroom and laboratory setting seems to benefit the learning process.

New…Now?: Or Why a Design History of Coin-Op Video Game Machines

ERIC Educational Resources Information Center

Guins, Raiford

2017-01-01

The author asks what has occurred in game history scholarship to warrant the use of the adjective "new" in "New Video Game History" and suggests an awareness of process may now be influencing the study of games. In support of this observation, he organizes the article along two interrelated fronts. The first speaks to the…

The yin and yang of formative research in designing serious (exer-)games

USDA-ARS?s Scientific Manuscript database

Despite its relevance, formative research on games may be an undervalued part of the game development process. At the 2014 International Society of Behavioral Nutrition and Physical Activity exergaming preconference satellite meeting, a roundtable discussion was held to assemble experiences and sugg...

Video games as a complementary therapy tool in mental disorders: PlayMancer, a European multicentre study.

PubMed

Fernández-Aranda, Fernando; Jiménez-Murcia, Susana; Santamaría, Juan J; Gunnard, Katarina; Soto, Antonio; Kalapanidas, Elias; Bults, Richard G A; Davarakis, Costas; Ganchev, Todor; Granero, Roser; Konstantas, Dimitri; Kostoulas, Theodoros P; Lam, Tony; Lucas, Mikkel; Masuet-Aumatell, Cristina; Moussa, Maher H; Nielsen, Jeppe; Penelo, Eva

2012-08-01

Previous review studies have suggested that computer games can serve as an alternative or additional form of treatment in several areas (schizophrenia, asthma or motor rehabilitation). Although several naturalistic studies have been conducted showing the usefulness of serious video games in the treatment of some abnormal behaviours, there is a lack of serious games specially designed for treating mental disorders. The purpose of our project was to develop and evaluate a serious video game designed to remediate attitudinal, behavioural and emotional processes of patients with impulse-related disorders. The video game was created and developed within the European research project PlayMancer. It aims to prove potential capacity to change underlying attitudinal, behavioural and emotional processes of patients with impulse-related disorders. New interaction modes were provided by newly developed components, such as emotion recognition from speech, face and physiological reactions, while specific impulsive reactions were elicited. The video game uses biofeedback for helping patients to learn relaxation skills, acquire better self-control strategies and develop new emotional regulation strategies. In this article, we present a description of the video game used, rationale, user requirements, usability and preliminary data, in several mental disorders.

A Cognitive Task Analysis for an Emergency Management Serious Game.

PubMed

Dass, Susan; Barnieu, Joanne; Cummings, Paul; Cid, Victor

2016-01-01

The Bethesda Hospitals' Emergency Preparedness Partnership identified a need to design training systems for hospital emergency management scenarios that included incident command situations. As part of this partnership, the National Library of Medicine (NLM) was challenged to develop an engaging, learner-centered simulation to specifically address hospital procedures for highly infectious diseases (HIDs) for multiple hospital roles. A serious game approach was selected for the simulation because collaborative (multiplayer) immersive, game-based simulations have been proven to generate realistic and engaging learning experiences and, when properly designed, can enhance training while minimizing cost compared to full-scale disaster exercises (Spain et al., 2013). Although substantial research effort has been put into design and evaluation of serious games, less time has been spent on developing sound instructional design methodologies to support serious game development. So how does one collect the appropriate, relevant, contextualized content and then align with serious game design elements? This paper describes how a cognitive task approach supported by a live demonstration with a think-aloud protocol was used to collect the rich psychomotor, procedural, and cognitive data necessary for the design of a serious game for handling HIDs. Furthermore, the paper presents a process to translate the collected data into meaningful content to support rapid prototyping. Recommendations for data collection and translation for a serious game close the paper.

A Cognitive Task Analysis for an Emergency Management Serious Game

PubMed Central

Dass, Susan; Barnieu, Joanne; Cummings, Paul; Cid, Victor

2017-01-01

The Bethesda Hospitals' Emergency Preparedness Partnership identified a need to design training systems for hospital emergency management scenarios that included incident command situations. As part of this partnership, the National Library of Medicine (NLM) was challenged to develop an engaging, learner-centered simulation to specifically address hospital procedures for highly infectious diseases (HIDs) for multiple hospital roles. A serious game approach was selected for the simulation because collaborative (multiplayer) immersive, game-based simulations have been proven to generate realistic and engaging learning experiences and, when properly designed, can enhance training while minimizing cost compared to full-scale disaster exercises (Spain et al., 2013). Although substantial research effort has been put into design and evaluation of serious games, less time has been spent on developing sound instructional design methodologies to support serious game development. So how does one collect the appropriate, relevant, contextualized content and then align with serious game design elements? This paper describes how a cognitive task approach supported by a live demonstration with a think-aloud protocol was used to collect the rich psychomotor, procedural, and cognitive data necessary for the design of a serious game for handling HIDs. Furthermore, the paper presents a process to translate the collected data into meaningful content to support rapid prototyping. Recommendations for data collection and translation for a serious game close the paper. PMID:29629430

Maths Games: A Universal Design Approach to Mathematical Reasoning

ERIC Educational Resources Information Center

Buchheister, Kelley; Jackson, Christa; Taylor, Cynthia E.

2017-01-01

Providing students with an opportunity to explore mathematical content through games allows teachers to include tasks that: (1) present alternative representations of the content; (2) welcome various expressions of mathematical reasoning; and (3) incorporate variations that empower all students to engage in the problem solving process. Games not…

Usability Assessment of E-Café Operational Management Simulation Game

ERIC Educational Resources Information Center

Chang, Chiung-sui; Huang, Ya-Ping

2013-01-01

To ensure the quality of digital simulation game, we utilized the usability evaluation heuristic in the design and development processes of e-café operational management game-based learning material for students. The application of usability evaluations during this study is described. Additionally, participant selection, data collection and…

Exploring Self-regulation of More or Less Expert College-Age Video Game Players: A Sequential Explanatory Design.

PubMed

Yilmaz Soylu, Meryem; Bruning, Roger H

2016-01-01

This study examined differences in self-regulation among college-age expert, moderately expert, and non-expert video game players in playing video games for fun. Winne's model of self-regulation (Winne, 2001) guided the study. The main assumption of this study was that expert video game players used more processes of self-regulation than the less-expert players. We surveyed 143 college students about their game playing frequency, habits, and use of self-regulation. Data analysis indicated that while playing recreational video games, expert gamers self-regulated more than moderately expert and non-expert players and moderately expert players used more processes of self-regulation than non-experts. Semi-structured interviews also were conducted with selected participants at each of the expertise levels. Qualitative follow-up analyses revealed five themes: (1) characteristics of expert video gamers, (2) conditions for playing a video game, (3) figuring out a game, (4) how gamers act and, (5) game context. Overall, findings indicated that playing a video game is a highly self-regulated activity and that becoming an expert video game player mobilizes multiple sets of self-regulation related skills and processes. These findings are seen as promising for educators desiring to encourage student self-regulation, because they indicate the possibility of supporting students via recreational video games by recognizing that their play includes processes of self-regulation.

Exploring Self-regulation of More or Less Expert College-Age Video Game Players: A Sequential Explanatory Design

PubMed Central

Yilmaz Soylu, Meryem; Bruning, Roger H.

2016-01-01

This study examined differences in self-regulation among college-age expert, moderately expert, and non-expert video game players in playing video games for fun. Winne's model of self-regulation (Winne, 2001) guided the study. The main assumption of this study was that expert video game players used more processes of self-regulation than the less-expert players. We surveyed 143 college students about their game playing frequency, habits, and use of self-regulation. Data analysis indicated that while playing recreational video games, expert gamers self-regulated more than moderately expert and non-expert players and moderately expert players used more processes of self-regulation than non-experts. Semi-structured interviews also were conducted with selected participants at each of the expertise levels. Qualitative follow-up analyses revealed five themes: (1) characteristics of expert video gamers, (2) conditions for playing a video game, (3) figuring out a game, (4) how gamers act and, (5) game context. Overall, findings indicated that playing a video game is a highly self-regulated activity and that becoming an expert video game player mobilizes multiple sets of self-regulation related skills and processes. These findings are seen as promising for educators desiring to encourage student self-regulation, because they indicate the possibility of supporting students via recreational video games by recognizing that their play includes processes of self-regulation. PMID:27729881

Gamification: The Intersection between Behavior Analysis and Game Design Technologies.

PubMed

Morford, Zachary H; Witts, Benjamin N; Killingsworth, Kenneth J; Alavosius, Mark P

2014-05-01

Deterding et al. (Proceedings of the 15th International Academic MindTrek Conference: Envisioning Future Media Environments, USA 15: 9-15, 2011) report a recent rise in popularity of video game inspired software designed to address issues in a variety of areas, including health, energy conservation, education, and business. These applications have been based on the concept of gamification, which involves a process by which nongame activities are designed to be more like a game. We provide examples of how gamification has been used to increase health-related behavior, energy consumption, academic performance, and other socially-significant behavior. We argue that behavior analytic research and practice stands to benefit from incorporating successful elements of game design. Lastly, we provide suggestions for behavior analysts regarding applied and basic research related to gamification.

Development of the e-Baby serious game with regard to the evaluation of oxygenation in preterm babies: contributions of the emotional design.

PubMed

Fonseca, Luciana Mara Monti; Dias, Danielle Monteiro Vilela; Góes, Fernanda Dos Santos Nogueira; Seixas, Carlos Alberto; Scochi, Carmen Gracinda Silvan; Martins, José Carlos Amado; Rodrigues, Manuel Alves

2014-09-01

The present study aimed to describe the development process of a serious game that enables users to evaluate the respiratory process in a preterm infant based on an emotional design model. The e-Baby serious game was built to feature the simulated environment of an incubator, in which the user performs a clinical evaluation of the respiratory process in a virtual preterm infant. The user learns about the preterm baby's history, chooses the tools for the clinical evaluation, evaluates the baby, and determines whether his/her evaluation is appropriate. The e-Baby game presents phases that contain respiratory process impairments of higher or lower complexity in the virtual preterm baby. Included links give the user the option of recording the entire evaluation procedure and sharing his/her performance on a social network. e-Baby integrates a Clinical Evaluation of the Preterm Baby course in the Moodle virtual environment. This game, which evaluates the respiratory process in preterm infants, could support a more flexible, attractive, and interactive teaching and learning process that includes simulations with features very similar to neonatal unit realities, thus allowing more appropriate training for clinical oxygenation evaluations in at-risk preterm infants. e-Baby allows advanced user-technology-educational interactions because it requires active participation in the process and is emotionally integrated.

Serious simulation game development for energy transition education using integrated framework game design

NASA Astrophysics Data System (ADS)

Destyanto, A. R.; Putri, O. A.; Hidayatno, A.

2017-11-01

Due to the advantages that serious simulation game offered, many areas of studies, including energy, have used serious simulation games as their instruments. However, serious simulation games in the field of energy transition still have few attentions. In this study, serious simulation game is developed and tested as the activity of public education about energy transition which is a conversion from oil to natural gas program. The aim of the game development is to create understanding and awareness about the importance of energy transition for society in accelerating the process of energy transition in Indonesia since 1987 the energy transition program has not achieved the conversion target yet due to the lack of education about energy transition for society. Developed as a digital serious simulation game following the framework of integrated game design, the Transergy game has been tested to 15 users and then analysed. The result of verification and validation of the game shows that Transergy gives significance to the users for understanding and triggering the needs of oil to natural gas conversion.

Rapid cross platform healthcare gaming design and implementation: The cost effective methodology.

PubMed

Zhang, Melvyn W B; Ho, Roger C M

2016-11-14

There have been massive advances in E-Health and M-Health technology, with recent interest in the utility of games for healthcare and the promotion of well-being and recovery as well as patient empowerment. There has been various review demonstrating the clinical effectiveness and efficacy of games for healthcare. It is the aim of this technical note to illustrate how appropriate gaming engines could be used by non-expert clinicians to program games that could run across various platforms, as well as games that could integrate well with existing mechanical sensors. This would address the limitations with regards to the evidence base of games, as well as the limitations in the deployment of games to various participants. More importantly, games designed are also more likely to be cost-effective and lower in cost. The ability of integration with existing mechanical sensors would value-add existing games and enable recovery and remediation in various domains of health. This would further expand the potential of games as an adjunctive treatment for patients, or at least, to maintain the gains that they have made in their recovery process.

Serious video games for health: How behavioral science guided the development of a serious video game

USDA-ARS?s Scientific Manuscript database

Serious video games for health are designed to entertain players while attempting to modify some aspect of their health behavior. Behavior is a complex process influenced by multiple factors, often making it difficult to change. Behavioral science provides insight into factors that influence specifi...

Conway's “Game of Life” and the Epigenetic Principle

PubMed Central

Caballero, Lorena; Hodge, Bob; Hernandez, Sergio

2016-01-01

Cellular automatons and computer simulation games are widely used as heuristic devices in biology, to explore implications and consequences of specific theories. Conway's Game of Life has been widely used for this purpose. This game was designed to explore the evolution of ecological communities. We apply it to other biological processes, including symbiopoiesis. We show that Conway's organization of rules reflects the epigenetic principle, that genetic action and developmental processes are inseparable dimensions of a single biological system, analogous to the integration processes in symbiopoiesis. We look for similarities and differences between two epigenetic models, by Turing and Edelman, as they are realized in Game of Life objects. We show the value of computer simulations to experiment with and propose generalizations of broader scope with novel testable predictions. We use the game to explore issues in symbiopoiesis and evo-devo, where we explore a fractal hypothesis: that self-similarity exists at different levels (cells, organisms, ecological communities) as a result of homologous interactions of two as processes modeled in the Game of Life PMID:27379213

"Let's Change Already": Community Activism and Pro-Social Play in Egypt

ERIC Educational Resources Information Center

Gerber, Hannah R.; Gaitan, Luis

2017-01-01

This article explores the design processes in creating a pro-social mobile game, "Litter Leader." Following the Egyptian Revolution, "Litter Leader," a game designed for Android devices, was created to foster community change among Egyptian youth. By tracing the meaning-making that occurred with 20 Egyptian youth who playtested…

Playing for Climate Change: An Educational Alternative Realty Game (ARG) in Second Life

NASA Astrophysics Data System (ADS)

Law, Sandra Kim

Learner engagement in the learning process is a challenge faced by educators, instructional designers, administrators and policy makers (Barab, Sadler, Heiselt, & Zuiker, 2007b; Van Eck, 2006). One area in which learner engagement is particularly problematic is science education; participation rates in sciences at the post-secondary level are significantly lower than in other disciplines (Fox & Stephan, 2001; Industry Canada, 2007; Kennepohl, 2009). Learners who are enrolled in science programs at postsecondary institutions also have deficits in their scientific illiteracy, specifically in their ability to understand the language of science and evaluate scientific claims in journal articles and reports. This design-based research study represents the first phase of an ongoing project exploring the role that digital educational games designed to support knowledge building within small groups can play in addressing issues of engagement and literacy in science education. A set of game design principles derived from the existing literature was used to inform the development of a prototype of the game. The prototype was evaluated by a group (N=18) of educational technology graduate students at a local university. As this was a first phase of a study in a field (i.e. game-based learning) that is still contested, it is felt that qualitative research methods can provide a representative view of the effectiveness of the game design principles and types of interactions observed between players as well as between players and artefacts in environment. The data collection methods used in this study included participant observation, data player characteristics survey, interviews, and content analysis. The final products of this study are game design principles and a game prototype. Data gathered from this study will be used to inform the design of the next version of the game, and future research in the area of digital game design and implementation (e.g., learning analytics, inoperability of the game on different MUVEs, future implementations of the game). This research demonstrated that digital educational games developed in MUVEs have the potential to support scientific literacy and higher level cognition (e.g., reflection, knowledge synthesis).

Using Alice 2.0 to Design Games for People with Stroke.

PubMed

Proffitt, Rachel; Kelleher, Caitlin; Baum, M Carolyn; Engsberg, Jack

2012-08-01

Computer and videogames are gaining in popularity as rehabilitation tools. Unfortunately, most systems still require extensive programming/engineering knowledge to create, something that therapists, as novice programmers, do not possess. There is software designed to allow novice programmers to create storyboard and games through simple drag-and-drop formats; however, the applications for therapeutic game development have not been studied. The purpose of this study was to have an occupational therapy (OT) student with no prior computer programming experience learn how to create computer games for persons with stroke using Alice 2.0, a drag-and-drop editor, designed by Carnegie Mellon University (Pittsburgh, PA). The OT student learned how to use Alice 2.0 through a textbook, tutorials, and assistance from computer science students. She kept a journal of her process, detailing her successes and challenges. The OT student created three games for people with stroke using Alice 2.0. She found that although there were many supports in Alice for creating stories, it lacked critical pieces necessary for game design. Her recommendations for a future programming environment for therapists were that it (1) be efficient, (2) include basic game design pieces so therapists do not have to create them, (3) provide technical support, and (4) be simple. With the incorporation of these recommendations, a future programming environment for therapists will be an effective tool for therapeutic game development.

Towards a Game-Based Periscope Simulator for Submarine Officers Tactical Training

DTIC Science & Technology

2016-06-01

release; distribution is unlimited TOWARDS A GAME -BASED PERISCOPE SIMULATOR FOR SUBMARINE OFFICERS TACTICAL TRAINING by Rodrigo da Silva Vieira...ONLY 2. REPORT DATE June 2016 3. REPORT TYPE AND DATES COVERED Master’s thesis 4. TITLE AND SUBTITLE TOWARDS A GAME -BASED PERISCOPE SIMULATOR...career to learn and practice these skills. Following an instructional system design process, this thesis developed a 3D, game -based periscope tactical

Online Games as a Component of School Textbooks: A Test Predicting the Diffusion of Interactive Online Games Designed for the Textbook Reformation in South Korea

ERIC Educational Resources Information Center

Kim, Do Kyun; Dinu, Lucian F.; Chung, Wonjon

2013-01-01

Currently, the South Korean government is in the process of transforming school textbooks from a paper-based platform to a computer-based digital platform. Along with this effort, interactive online educational games (edu-games) have been examined as a potential component of the digital textbooks. Based on the theory of diffusion of innovations,…

Integrating Health Behavior Theory and Design Elements in Serious Games.

PubMed

Cheek, Colleen; Fleming, Theresa; Lucassen, Mathijs Fg; Bridgman, Heather; Stasiak, Karolina; Shepherd, Matthew; Orpin, Peter

2015-01-01

Internet interventions for improving health and well-being have the potential to reach many people and fill gaps in service provision. Serious gaming interfaces provide opportunities to optimize user adherence and impact. Health interventions based in theory and evidence and tailored to psychological constructs have been found to be more effective to promote behavior change. Defining the design elements which engage users and help them to meet their goals can contribute to better informed serious games. To elucidate design elements important in SPARX, a serious game for adolescents with depression, from a user-centered perspective. We proposed a model based on an established theory of health behavior change and practical features of serious game design to organize ideas and rationale. We analyzed data from 5 studies comprising a total of 22 focus groups and 66 semistructured interviews conducted with youth and families in New Zealand and Australia who had viewed or used SPARX. User perceptions of the game were applied to this framework. A coherent framework was established using the three constructs of self-determination theory (SDT), autonomy, competence, and relatedness, to organize user perceptions and design elements within four areas important in design: computer game, accessibility, working alliance, and learning in immersion. User perceptions mapped well to the framework, which may assist developers in understanding the context of user needs. By mapping these elements against the constructs of SDT, we were able to propose a sound theoretical base for the model. This study's method allowed for the articulation of design elements in a serious game from a user-centered perspective within a coherent overarching framework. The framework can be used to deliberately incorporate serious game design elements that support a user's sense of autonomy, competence, and relatedness, key constructs which have been found to mediate motivation at all stages of the change process. The resulting model introduces promising avenues for future exploration. Involving users in program design remains an imperative if serious games are to be fit for purpose.

Video games as a complementary therapy tool in mental disorders: PlayMancer, a European multicentre study

PubMed Central

Fernández-Aranda, Fernando; Jiménez-Murcia, Susana; Santamaría, Juan J.; Gunnard, Katarina; Soto, Antonio; Kalapanidas, Elias; Bults, Richard G. A.; Davarakis, Costas; Ganchev, Todor; Granero, Roser; Konstantas, Dimitri; Kostoulas, Theodoros P.; Lam, Tony; Lucas, Mikkel; Masuet-Aumatell, Cristina; Moussa, Maher H.; Nielsen, Jeppe; Penelo, Eva

2012-01-01

Background: Previous review studies have suggested that computer games can serve as an alternative or additional form of treatment in several areas (schizophrenia, asthma or motor rehabilitation). Although several naturalistic studies have been conducted showing the usefulness of serious video games in the treatment of some abnormal behaviours, there is a lack of serious games specially designed for treating mental disorders. Aim: The purpose of our project was to develop and evaluate a serious video game designed to remediate attitudinal, behavioural and emotional processes of patients with impulse-related disorders. Method and results: The video game was created and developed within the European research project PlayMancer. It aims to prove potential capacity to change underlying attitudinal, behavioural and emotional processes of patients with impulse-related disorders. New interaction modes were provided by newly developed components, such as emotion recognition from speech, face and physiological reactions, while specific impulsive reactions were elicited. The video game uses biofeedback for helping patients to learn relaxation skills, acquire better self-control strategies and develop new emotional regulation strategies. In this article, we present a description of the video game used, rationale, user requirements, usability and preliminary data, in several mental disorders. PMID:22548300

Seeing Change in Time: Video Games to Teach about Temporal Change in Scientific Phenomena

NASA Astrophysics Data System (ADS)

Corredor, Javier; Gaydos, Matthew; Squire, Kurt

2014-06-01

This article explores how learning biological concepts can be facilitated by playing a video game that depicts interactions and processes at the subcellular level. Particularly, this article reviews the effects of a real-time strategy game that requires players to control the behavior of a virus and interact with cell structures in a way that resembles the actual behavior of biological agents. The evaluation of the video game presented here aims at showing that video games have representational advantages that facilitate the construction of dynamic mental models. Ultimately, the article shows that when video game's characteristics come in contact with expert knowledge during game design, the game becomes an excellent medium for supporting the learning of disciplinary content related to dynamic processes. In particular, results show that students who participated in a game-based intervention aimed at teaching biology described a higher number of temporal-dependent interactions as measured by the coding of verbal protocols and drawings than students who used texts and diagrams to learn the same topic.

Gamification in Science Education: Gamifying Learning of Microscopic Processes in the Laboratory

ERIC Educational Resources Information Center

Fleischmann, Katja; Ariel, Ellen

2016-01-01

Understanding and trouble-shooting microscopic processes involved in laboratory tests are often challenging for students in science education because of the inability to visualize the different steps and the various errors that may influence test outcome. The effectiveness of gamification or the use of game design elements and game-mechanics were…

Active video games as a tool to prevent excessive weight gain in adolescents: rationale, design and methods of a randomized controlled trial.

PubMed

Simons, Monique; Chinapaw, Mai J M; van de Bovenkamp, Maaike; de Boer, Michiel R; Seidell, Jacob C; Brug, Johannes; de Vet, Emely

2014-03-24

Excessive body weight, low physical activity and excessive sedentary time in youth are major public health concerns. A new generation of video games, the ones that require physical activity to play the games--i.e. active games--may be a promising alternative to traditional non-active games to promote physical activity and reduce sedentary behaviors in youth. The aim of this manuscript is to describe the design of a study evaluating the effects of a family oriented active game intervention, incorporating several motivational elements, on anthropometrics and health behaviors in adolescents. The study is a randomized controlled trial (RCT), with non-active gaming adolescents aged 12-16 years old randomly allocated to a ten month intervention (receiving active games, as well as an encouragement to play) or a waiting-list control group (receiving active games after the intervention period). Primary outcomes are adolescents' measured BMI-SDS (SDS=adjusted for mean standard deviation score), waist circumference-SDS, hip circumference and sum of skinfolds. Secondary outcomes are adolescents' self-reported time spent playing active and non-active games, other sedentary activities and consumption of sugar-sweetened beverages. In addition, a process evaluation is conducted, assessing the sustainability of the active games, enjoyment, perceived competence, perceived barriers for active game play, game context, injuries from active game play, activity replacement and intention to continue playing the active games. This is the first adequately powered RCT including normal weight adolescents, evaluating a reasonably long period of provision of and exposure to active games. Next, strong elements are the incorporating motivational elements for active game play and a comprehensive process evaluation. This trial will provide evidence regarding the potential contribution of active games in prevention of excessive weight gain in adolescents. Dutch Trial register NTR3228.

Learning from Number Board Games: You Learn What You Encode

ERIC Educational Resources Information Center

Laski, Elida V.; Siegler, Robert S.

2014-01-01

We tested the hypothesis that encoding the numerical-spatial relations in a number board game is a key process in promoting learning from playing such games. Experiment 1 used a microgenetic design to examine the effects on learning of the type of counting procedure that children use. As predicted, having kindergartners count-on from their current…

Development and assessment of a chemistry-based computer video game as a learning tool

NASA Astrophysics Data System (ADS)

Martinez-Hernandez, Kermin Joel

The chemistry-based computer video game is a multidisciplinary collaboration between chemistry and computer graphics and technology fields developed to explore the use of video games as a possible learning tool. This innovative approach aims to integrate elements of commercial video game and authentic chemistry context environments into a learning experience through gameplay. The project consists of three areas: development, assessment, and implementation. However, the foci of this study were the development and assessment of the computer video game including possible learning outcomes and game design elements. A chemistry-based game using a mixed genre of a single player first-person game embedded with action-adventure and puzzle components was developed to determine if students' level of understanding of chemistry concepts change after gameplay intervention. Three phases have been completed to assess students' understanding of chemistry concepts prior and after gameplay intervention. Two main assessment instruments (pre/post open-ended content survey and individual semi-structured interviews) were used to assess student understanding of concepts. In addition, game design elements were evaluated for future development phases. Preliminary analyses of the interview data suggest that students were able to understand most of the chemistry challenges presented in the game and the game served as a review for previously learned concepts as well as a way to apply such previous knowledge. To guarantee a better understanding of the chemistry concepts, additions such as debriefing and feedback about the content presented in the game seem to be needed. The use of visuals in the game to represent chemical processes, game genre, and game idea appear to be the game design elements that students like the most about the current computer video game.

Decoupling Coupled Constraints Through Utility Design

DOE Office of Scientific and Technical Information (OSTI.GOV)

Li, N; Marden, JR

2014-08-01

Several multiagent systems exemplify the need for establishing distributed control laws that ensure the resulting agents' collective behavior satisfies a given coupled constraint. This technical note focuses on the design of such control laws through a game-theoretic framework. In particular, this technical note provides two systematic methodologies for the design of local agent objective functions that guarantee all resulting Nash equilibria optimize the system level objective while also satisfying a given coupled constraint. Furthermore, the designed local agent objective functions fit into the framework of state based potential games. Consequently, one can appeal to existing results in game-theoretic learning tomore » derive a distributed process that guarantees the agents will reach such an equilibrium.« less

Comparison of Student Performance in Video Game Format vs. Traditional Approach in Introductory Astronomy Classes

NASA Astrophysics Data System (ADS)

Barringer, Daniel; Kregenow, Julia M.; Palma, Christopher; Plummer, Julia

2015-01-01

In Spring of 2014, Penn State debuted an online Introductory Astronomy (AST 001) section that was designed as a video game. Previous studies have shown that well-designed games help learners to build accurate understanding of embedded concepts and processes and aid learner motivation, which strongly contributes to a student's willingness to learn. We start by presenting the learning gains as measured with the Test of Astronomy Standards (TOAST) from this new course design. We further compare the learning gains from the video game section with learning gains measured from more traditional online formats and in-person lecture sections of AST 001 taught at Penn State over the last five years to evaluate the extent to which this new medium for online Astronomy education supports student learning.

Enhancing Formal E-Learning with Edutainment on Social Networks

ERIC Educational Resources Information Center

Labus, A.; Despotovic-Zrakic, M.; Radenkovic, B.; Bogdanovic, Z.; Radenkovic, M.

2015-01-01

This paper reports on the investigation of the possibilities of enhancing the formal e-learning process by harnessing the potential of informal game-based learning on social networks. The goal of the research is to improve the outcomes of the formal learning process through the design and implementation of an educational game on a social network…

Study on GIS-based sport-games information system

NASA Astrophysics Data System (ADS)

Peng, Hongzhi; Yang, Lingbin; Deng, Meirong; Han, Yongshun

2008-10-01

With the development of internet and such info-technologies as, Information Superhighway, Computer Technology, Remote Sensing(RS), Global Positioning System(GPS), Digital Communication and National Information Network(NIN),etc. Geographic Information System (GIS) becomes more and more popular in fields of science and industries. It is not only feasible but also necessary to apply GIS to large-scale sport games. This paper firstly discussed GIS technology and its application, then elaborated on the frame and content of Sport-Games Geography Information System(SG-GIS) with the function of gathering, storing, processing, sharing, exchanging and utilizing all kind of spatial-temporal information about sport games, and lastly designed and developed a public service GIS for the 6th Asian Winter Games in Changchun, China(CAWGIS). The application of CAWGIS showed that the established SG-GIS was feasible and GIS-based sport games information system was able to effectively process a large amount of sport-games information and provide the real-time sport games service for governors, athletes and the public.

How-to-Do-It: Hands-on Activities that Relate Mendelian Genetics to Cell Division.

ERIC Educational Resources Information Center

McKean, Heather R.; Gibson, Linda S.

1989-01-01

Presented is an activity designed to connect Mendelian laws with the physical processes of cell division. Included are materials production, procedures and worksheets for the meiosis-mitosis game and a genetics game. (CW)

An Investigation of the Artifacts, Outcomes, and Processes of Constructing Computer Games about Environmental Science in a Fifth Grade Science Classroom

ERIC Educational Resources Information Center

Baytak, Ahmet

2009-01-01

Among educational researchers and practitioners, there is a growing interest in employing computer games for pedagogical purposes. The present research integrated a technology education class and a science class where 5th graders learned about environmental issues by designing games that involved environmental concepts. The purposes of this study…

Serious Video Games for Health: How Behavioral Science Guided the Development of a Serious Video Game

ERIC Educational Resources Information Center

Thompson, Debbe; Baranowski, Tom; Buday, Richard; Baranowski, Janice; Thompson, Victoria; Jago, Russell; Griffith, Melissa Juliano

2010-01-01

Serious video games for health are designed to entertain players while attempting to modify some aspect of their health behavior. Behavior is a complex process influenced by multiple factors, often making it difficult to change. Behavioral science provides insight into factors that influence specific actions that can be used to guide key game…

Game-Coding Workshops in New Zealand Public Libraries: Evaluation of a Pilot Project

ERIC Educational Resources Information Center

Bolstad, Rachel

2016-01-01

This report evaluates a game coding workshop offered to young people and adults in seven public libraries round New Zealand. Participants were taken step by step through the process of creating their own simple 2D videogame, learning the basics of coding, computational thinking, and digital game design. The workshops were free and drew 426 people…

Exploring the Relation between the Theory of Multiple Intelligences and Games for the Purpose of Player-Centred Game Design

ERIC Educational Resources Information Center

Sajjadi, Pejman; Vlieghe, Joachim; De Troyer, Olga

2017-01-01

A large body of research work demonstrates the importance and effectiveness of adapting a learning game to its players. This process is driven by understanding the differences between individuals in terms of abilities and preferences. One of the rather interesting but least explored approaches for understanding individual differences among…

Evaluation of an Adaptive Game that Uses EEG Measures Validated during the Design Process as Inputs to a Biocybernetic Loop.

PubMed

Ewing, Kate C; Fairclough, Stephen H; Gilleade, Kiel

2016-01-01

Biocybernetic adaptation is a form of physiological computing whereby real-time data streaming from the brain and body is used by a negative control loop to adapt the user interface. This article describes the development of an adaptive game system that is designed to maximize player engagement by utilizing changes in real-time electroencephalography (EEG) to adjust the level of game demand. The research consists of four main stages: (1) the development of a conceptual framework upon which to model the interaction between person and system; (2) the validation of the psychophysiological inference underpinning the loop; (3) the construction of a working prototype; and (4) an evaluation of the adaptive game. Two studies are reported. The first demonstrates the sensitivity of EEG power in the (frontal) theta and (parietal) alpha bands to changing levels of game demand. These variables were then reformulated within the working biocybernetic control loop designed to maximize player engagement. The second study evaluated the performance of an adaptive game of Tetris with respect to system behavior and user experience. Important issues for the design and evaluation of closed-loop interfaces are discussed.

Evaluation of an Adaptive Game that Uses EEG Measures Validated during the Design Process as Inputs to a Biocybernetic Loop

PubMed Central

Ewing, Kate C.; Fairclough, Stephen H.; Gilleade, Kiel

2016-01-01

Biocybernetic adaptation is a form of physiological computing whereby real-time data streaming from the brain and body is used by a negative control loop to adapt the user interface. This article describes the development of an adaptive game system that is designed to maximize player engagement by utilizing changes in real-time electroencephalography (EEG) to adjust the level of game demand. The research consists of four main stages: (1) the development of a conceptual framework upon which to model the interaction between person and system; (2) the validation of the psychophysiological inference underpinning the loop; (3) the construction of a working prototype; and (4) an evaluation of the adaptive game. Two studies are reported. The first demonstrates the sensitivity of EEG power in the (frontal) theta and (parietal) alpha bands to changing levels of game demand. These variables were then reformulated within the working biocybernetic control loop designed to maximize player engagement. The second study evaluated the performance of an adaptive game of Tetris with respect to system behavior and user experience. Important issues for the design and evaluation of closed-loop interfaces are discussed. PMID:27242486

"Martian Boneyards": Sustained Scientific Inquiry in a Social Digital Game

NASA Astrophysics Data System (ADS)

Asbell-Clarke, Jordis

Social digital gaming is an explosive phenomenon where youth and adults are engaged in inquiry for the sake of fun. The complexity of learning evidenced in social digital games is attracting the attention of educators. Martian Boneyards is a proof-of-concept game designed to study how a community of voluntary gamers can be enticed to engage in sustained, high-quality scientific inquiry. Science educators and game designers worked together to create an educational game with the polish and intrigue of a professional-level game, striving to attract a new audience to scientific inquiry. Martian Boneyards took place in the high-definition, massively multiplayer online environment, Blue Mars, where players spent an average of 30 hours in the game over the 4-month implementation period, with some exceeding 200 hours. Most of the players' time was spent in scientific inquiry activities and about 30% of the players' in-game interactions were in the analysis and theory-building phases of inquiry. Female players conducted most of the inquiry, in particular analysis and theory building. The quality of scientific inquiry processes, which included extensive information gathering by players, and the resulting content were judged to be very good by a team of independent scientists. This research suggests that a compelling storyline, a highly aesthetic environment, and the emergent social bonds among players and between players and the characters played by designers were all responsible for sustaining high quality inquiry among gamers in this free-choice experience. The gaming environment developed for Martian Boneyards is seen as an evolving ecosystem with interactions among design, players' activity, and players' progress.

Serious games experiment toward agent-based simulation

USGS Publications Warehouse

Wein, Anne; Labiosa, William

2013-01-01

We evaluate the potential for serious games to be used as a scientifically based decision-support product that supports the United States Geological Survey’s (USGS) mission--to provide integrated, unbiased scientific information that can make a substantial contribution to societal well-being for a wide variety of complex environmental challenges. Serious or pedagogical games are an engaging way to educate decisionmakers and stakeholders about environmental challenges that are usefully informed by natural and social scientific information and knowledge and can be designed to promote interactive learning and exploration in the face of large uncertainties, divergent values, and complex situations. We developed two serious games that use challenging environmental-planning issues to demonstrate and investigate the potential contributions of serious games to inform regional-planning decisions. Delta Skelta is a game emulating long-term integrated environmental planning in the Sacramento-San Joaquin Delta, California, that incorporates natural hazards (flooding and earthquakes) and consequences for California water supplies amidst conflicting water interests. Age of Ecology is a game that simulates interactions between economic and ecologic processes, as well as natural hazards while implementing agent-based modeling. The content of these games spans the USGS science mission areas related to water, ecosystems, natural hazards, land use, and climate change. We describe the games, reflect on design and informational aspects, and comment on their potential usefulness. During the process of developing these games, we identified various design trade-offs involving factual information, strategic thinking, game-winning criteria, elements of fun, number and type of players, time horizon, and uncertainty. We evaluate the two games in terms of accomplishments and limitations. Overall, we demonstrated the potential for these games to usefully represent scientific information within challenging environmental and ecosystem-management contexts and to provide an interactive way of learning about the complexity of interactions between people and natural systems. Further progress on the use of pedagogical games to fulfill the USGS mission will require collaboration among scientists, game developers, educators, and stakeholders. We conclude that as the USGS positions itself to communicate and convey the results of multiple science strategies, including natural-resource security and sustainability, pedagogical game development and agent-based modeling offer a means to (1) establish interdisciplinary and collaborative teams with a focused integrated outcome; (2) contribute to the modeling of interaction, feedback, and adaptation of ecosystems; and (3) enable social learning through a broadly appealing and increasingly sophisticated medium.

Integrating Health Behavior Theory and Design Elements in Serious Games

PubMed Central

Fleming, Theresa; Lucassen, Mathijs FG; Bridgman, Heather; Stasiak, Karolina; Shepherd, Matthew; Orpin, Peter

2015-01-01

Background Internet interventions for improving health and well-being have the potential to reach many people and fill gaps in service provision. Serious gaming interfaces provide opportunities to optimize user adherence and impact. Health interventions based in theory and evidence and tailored to psychological constructs have been found to be more effective to promote behavior change. Defining the design elements which engage users and help them to meet their goals can contribute to better informed serious games. Objective To elucidate design elements important in SPARX, a serious game for adolescents with depression, from a user-centered perspective. Methods We proposed a model based on an established theory of health behavior change and practical features of serious game design to organize ideas and rationale. We analyzed data from 5 studies comprising a total of 22 focus groups and 66 semistructured interviews conducted with youth and families in New Zealand and Australia who had viewed or used SPARX. User perceptions of the game were applied to this framework. Results A coherent framework was established using the three constructs of self-determination theory (SDT), autonomy, competence, and relatedness, to organize user perceptions and design elements within four areas important in design: computer game, accessibility, working alliance, and learning in immersion. User perceptions mapped well to the framework, which may assist developers in understanding the context of user needs. By mapping these elements against the constructs of SDT, we were able to propose a sound theoretical base for the model. Conclusions This study’s method allowed for the articulation of design elements in a serious game from a user-centered perspective within a coherent overarching framework. The framework can be used to deliberately incorporate serious game design elements that support a user’s sense of autonomy, competence, and relatedness, key constructs which have been found to mediate motivation at all stages of the change process. The resulting model introduces promising avenues for future exploration. Involving users in program design remains an imperative if serious games are to be fit for purpose. PMID:26543916

Engaging Adolescents to Inform the Development of a Mobile Gaming App to Incentivize Physical Activity

PubMed Central

Dibble, Marguerite

2017-01-01

Background Involving youth in the development of a mobile game designed to increase physical activity may increase relevancy and adoption. Objective To share the development process used to create a gaming app aimed at incentivizing physical activity in high school students. Methods Five focus groups were conducted with high school students (N=50) to understand gaming behaviors. A subset of students from the focus groups chose to complete a Web-based survey (N=10). Four different versions of gaming artwork and concept design based on student input were pilot tested (N=35), and group consensus building determined the direction of the game. The 4 game versions differed in their artwork style and gaming concept with some requiring competition versus cooperation, or being more individual versus team based. Group consensus building meant that all artwork and game concept options were displayed at the front of a classroom. Students could then vote for their top artwork and concept choices by putting stickers on the top 1 or 2 artwork and concept options that they liked best. Once all votes were cast, investigators discussed the voting results with students, and brainstormed ways to incorporate popular aspects of the 3 “losing” artwork and game concepts into the winning ideas. Results Focus group transcripts were analyzed for common themes. Artwork and gaming concept-voting data was tallied at the time of voting to share with students in real time. Focus groups and survey results revealed important themes for a successful gaming app: (1) competition, (2) balanced in-game rewards, (3) accessibility, and (4) aesthetic features. Consensus voting indicated the popularity of a collaborative competitive content design (35/66, 53%) and playful art (27/71, 38%). Conclusions To ensure saliency and effectiveness of game-based physical activity interventions, youth need to be included in design and implementation. Furthermore, the unique preferences and social constructs of high school students need to be considered during intervention development. PMID:28851676

Game playbooks: tools to guide multidisciplinary teams in developing videogame-based behavior change interventions.

PubMed

Duncan, Lindsay R; Hieftje, Kimberly D; Culyba, Sabrina; Fiellin, Lynn E

2014-03-01

As mobile technologies and videogaming platforms are becoming increasingly prevalent in the realm of health and healthcare, so are the opportunities to use these resources to conduct behavioral interventions. The creation and empirical testing of game style interventions, however, is challenged by the requisite collaboration of multidisciplinary teams, including researchers and game developers who have different cultures, terminologies, and standards of evidence. Thus, traditional intervention development tools such as logic models and intervention manuals may need to be augmented by creating what we have termed "Game Playbooks" which are intervention guidebooks that are created by, understood by, and acceptable to all members of the multidisciplinary game development team. The purpose of this paper is to describe the importance and content of a Game Playbook created to aide in the development of a videogame intervention designed specifically for health behavior change in young teens as well as the process for creating such a tool. We draw on the experience of our research and game design team to describe the critical components of the Game Playbook and the necessity of creating such a tool.

Building Adaptive Game-Based Learning Resources: The Integration of IMS Learning Design and

ERIC Educational Resources Information Center

Burgos, Daniel; Moreno-Ger, Pablo; Sierra, Jose Luis; Fernandez-Manjon, Baltasar; Specht, Marcus; Koper, Rob

2008-01-01

IMS Learning Design (IMS-LD) is a specification to create units of learning (UoLs), which express a certain pedagogical model or strategy (e.g., adaptive learning with games). However, the authoring process of a UoL remains difficult because of the lack of high-level authoring tools for IMS-LD, even more so when the focus is on specific topics,…

Testing of tactical performance in youth elite soccer.

PubMed

Memmert, Daniel

2010-01-01

This is a twofold study with the goals of evaluating tactical oriented game test situations for 12-13-year old highly-talented soccer players and to analyze dynamic, intra-individual developments of the players. A cross-sectional design was carried in study 1, using game test situations to measure specific tactics and creative performance for 195 expert players. The results from five evaluation criteria show that both diagnostic instruments can be used for recording football-specific creativity and game intelligence in talented young players. They produced tactical indicators that can be described as objective and valid, exhibit a sufficient degree of differentiation and are easy to record. Study 2 uses a longitudinal design to present a dynamic performance diagnostic tool for analyzing intra-individual improvements of German Soccer Foundation talents according to football-specific creativity and game intelligence. The results with respect to divergent tactical thinking clearly show that very different change processes were observed in the German Soccer Foundation players. Finally, the practical implications for the training process are discussed on the basis of both studies. Key pointsWith game test situations it is possible to assess tactical performance as game intelligence and creativity objective, valid, with a sufficient degree of differentiation, and economically.The results with respect to game intelligence and creativity show that very different change processes were observed in the German Soccer Foundation players dependend on the bases (trainers).Current literature on tactics for school sports as well as for children's, youth and high performance soccer at the club level should place much more emphasis on individual and group-tactical requirements in soccer.

Testing of Tactical Performance in Youth Elite Soccer

PubMed Central

2010-01-01

This is a twofold study with the goals of evaluating tactical oriented game test situations for 12-13-year old highly-talented soccer players and to analyze dynamic, intra-individual developments of the players. A cross-sectional design was carried in study 1, using game test situations to measure specific tactics and creative performance for 195 expert players. The results from five evaluation criteria show that both diagnostic instruments can be used for recording football-specific creativity and game intelligence in talented young players. They produced tactical indicators that can be described as objective and valid, exhibit a sufficient degree of differentiation and are easy to record. Study 2 uses a longitudinal design to present a dynamic performance diagnostic tool for analyzing intra-individual improvements of German Soccer Foundation talents according to football-specific creativity and game intelligence. The results with respect to divergent tactical thinking clearly show that very different change processes were observed in the German Soccer Foundation players. Finally, the practical implications for the training process are discussed on the basis of both studies. Key points With game test situations it is possible to assess tactical performance as game intelligence and creativity objective, valid, with a sufficient degree of differentiation, and economically. The results with respect to game intelligence and creativity show that very different change processes were observed in the German Soccer Foundation players dependend on the bases (trainers). Current literature on tactics for school sports as well as for children’s, youth and high performance soccer at the club level should place much more emphasis on individual and group-tactical requirements in soccer. PMID:24149686

Healthy Gaming - Video Game Design to promote Health.

PubMed

Brox, E; Fernandez-Luque, L; Tøllefsen, T

2011-01-01

There is an increasing interest in health games including simulation tools, games for specific conditions, persuasive games to promote a healthy life style or exergames where physical exercise is used to control the game. The objective of the article is to review current literature about available health games and the impact related to game design principles as well as some educational theory aspects. Literature from the big databases and known sites with games for health has been searched to find articles about games for health purposes. The focus has been on educational games, persuasive games and exergames as well as articles describing game design principles. The medical objectives can either be a part of the game theme (intrinsic) or be totally dispatched (extrinsic), and particularly persuasive games seem to use extrinsic game design. Peer support is important, but there is only limited research on multiplayer health games. Evaluation of health games can be both medical and technical, and the focus will depend on the game purpose. There is still not enough evidence to conclude which design principles work for what purposes since most of the literature in health serious games does not specify design methodologies, but it seems that extrinsic methods work in persuasion. However, when designing health care games it is important to define both the target group and main objective, and then design a game accordingly using sound game design principles, but also utilizing design elements to enhance learning and persuasion. A collaboration with health professionals from an early design stage is necessary both to ensure that the content is valid and to have the game validated from a clinical viewpoint. Patients need to be involved, especially to improve usability. More research should be done on social aspects in health games, both related to learning and persuasion.

LinkIT: a ludic elicitation game for eliciting risk perceptions.

PubMed

Cao, Yan; McGill, William L

2013-06-01

The mental models approach, a leading strategy to develop risk communications, involves a time- and labor-intensive interview process and a lengthy questionnaire to elicit group-level risk perceptions. We propose that a similarity ratings approach for structural knowledge elicitation can be adopted to assist the risk mental models approach. The LinkIT game, inspired by games with a purpose (GWAP) technology, is a ludic elicitation tool designed to elicit group understanding of the relations between risk factors in a more enjoyable and productive manner when compared to traditional approaches. That is, consistent with the idea of ludic elicitation, LinkIT was designed to make the elicitation process fun and enjoyable in the hopes of increasing participation and data quality in risk studies. Like the mental models approach, the group mental model obtained via the LinkIT game can hence be generated and represented in a form of influence diagrams. In order to examine the external validity of LinkIT, we conducted a study to compare its performance with respect to a more conventional questionnaire-driven approach. Data analysis results conclude that the two group mental models elicited from the two approaches are similar to an extent. Yet, LinkIT was more productive and enjoyable than the questionnaire. However, participants commented that the current game has some usability concerns. This presentation summarizes the design and evaluation of the LinkIT game and suggests areas for future work. © 2012 Society for Risk Analysis.

Meta-analysis of digital game and study characteristics eliciting physiological stress responses.

PubMed

van der Vijgh, Benny; Beun, Robbert-Jan; Van Rood, Maarten; Werkhoven, Peter

2015-08-01

Digital games have been used as stressors in a range of disciplines for decades. Nonetheless, the underlying characteristics of these stressors and the study in which the stressor was applied are generally not recognized for their moderating effect on the measured physiological stress responses. We have therefore conducted a meta-analysis that analyzes the effects of characteristics of digital game stressors and study design on heart rate, systolic and diastolic blood pressure, in studies carried out from 1976 to 2012. In order to assess the differing quality between study designs, a new scale is developed and presented, coined reliability of effect size. The results show specific and consistent moderating functions of both game and study characteristics, on average accounting for around 43%, and in certain cases up to 57% of the variance found in physiological stress responses. Possible cognitive and physiological processes underlying these moderating functions are discussed, and a new model integrating these processes with the moderating functions is presented. These findings indicate that a digital game stressor does not act as a stressor by virtue of being a game, but rather derives its stressor function from its characteristics and the methodology in which it is used. This finding, together with the size of the associated moderations, indicates the need for a standardization of digital game stressors. © 2015 Society for Psychophysiological Research.

Normative values for a tablet computer-based application to assess chromatic contrast sensitivity.

PubMed

Bodduluri, Lakshmi; Boon, Mei Ying; Ryan, Malcolm; Dain, Stephen J

2018-04-01

Tablet computer displays are amenable for the development of vision tests in a portable form. Assessing color vision using an easily accessible and portable test may help in the self-monitoring of vision-related changes in ocular/systemic conditions and assist in the early detection of disease processes. Tablet computer-based games were developed with different levels of gamification as a more portable option to assess chromatic contrast sensitivity. Game 1 was designed as a clinical version with no gaming elements. Game 2 was a gamified version of game 1 (added fun elements: feedback, scores, and sounds) and game 3 was a complete game with vision task nested within. The current study aimed to determine the normative values and evaluate repeatability of the tablet computer-based games in comparison with an established test, the Cambridge Colour Test (CCT) Trivector test. Normally sighted individuals [N = 100, median (range) age 19.0 years (18-56 years)] had their chromatic contrast sensitivity evaluated binocularly using the three games and the CCT. Games 1 and 2 and the CCT showed similar absolute thresholds and tolerance intervals, and game 3 had significantly lower values than games 1, 2, and the CCT, due to visual task differences. With the exception of game 3 for blue-yellow, the CCT and tablet computer-based games showed similar repeatability with comparable 95% limits of agreement. The custom-designed games are portable, rapid, and may find application in routine clinical practice, especially for testing younger populations.

Quittr: The Design of a Video Game to Support Smoking Cessation.

PubMed

Bindoff, Ivan; de Salas, Kristy; Peterson, Gregory; Ling, Tristan; Lewis, Ian; Wells, Lindsay; Gee, Peter; Ferguson, Stuart G

2016-12-01

Smoking is recognized as the largest, single, preventable cause of death and disease in the developed world. While the majority of smokers report wanting to quit, and many try each year, smokers find it difficult to maintain long-term abstinence. Behavioral support, such as education, advice, goal-setting, and encouragement, is known to be beneficial in improving the likelihood of succeeding in a quit attempt, but it remains difficult to effectively deliver this behavioral support and keep the patient engaged with the process for a sufficient duration. In an attempt to solve this, there have been numerous mobile apps developed, yet engagement and retention have remained key challenges that limit the potential effectiveness of these interventions. Video games have been clearly linked with the effective delivery of health interventions, due to their capacity to increase motivation and engagement of players. The objective of this study is to describe the design and development of a smartphone app that is theory-driven, and which incorporates gaming characteristics in order to promote engagement with content, and thereby help smokers to quit. Game design and development was informed by a taxonomy of motivational affordances for meaningful gamified and persuasive technologies. This taxonomy describes a set of design components that is grounded in well-established psychological theories on motivation. This paper reports on the design and development process of Quittr, a mobile app, describing how game design principles, game mechanics, and game elements can be used to embed education and support content, such that the app actually requires the user to access and engage with relevant educational content. The next stage of this research is to conduct a randomized controlled trial to determine whether the additional incentivization game features offer any value in terms of the key metrics of engagement-how much content users are consuming, how many days users are persisting with using the app, and what proportion of users successfully abstain from smoking for 28 days, based on user-reported data and verified against a biochemical baseline using cotinine tests. We describe a novel, and theoretically-informed mobile app design approach that has a broad range of potential applications. By using the virtual currency approach, we remove the need for the game to comprehensively integrate the healthy activity as part of its actual play mechanics. This opens up the potential for a wide variety of health problems to be tackled through games where no obvious play mechanic presents itself. The implications of this app are that similar approaches may be of benefit in areas such as managing chronic conditions (diabetes, heart disease, etc), treating substance abuse (alcohol, illicit drugs, etc), diet and exercise, eating disorders (anorexia, bulimia, and binge eating), and various phobias. ©Ivan Bindoff, Kristy de Salas, Gregory Peterson, Tristan Ling, Ian Lewis, Lindsay Wells, Peter Gee, Stuart G Ferguson. Originally published in JMIR Serious Games (http://games.jmir.org), 01.12.2016.

The game of go as a complex network

NASA Astrophysics Data System (ADS)

Georgeot, Bertrand; Giraud, Olivier; Kandiah, Vivek

2014-03-01

We have studied the game of go, one of the most ancient and complex board games, from a complex network perspective. We have defined a proper categorization of moves taking into account the local environment, and shown that in this case Zipf's law emerges from data taken from real games. The network shows differences between professional and amateur games, different level of amateurs, or different phases of the game. Certain eigenvectors are localized on specific groups of moves which correspond to different strategies (communities of moves). The point of view developed should allow to better modelize such games and could also help to design simulators which could in the future beat good human players. Our approach could be used for other types of games, and in parallel shed light on the human decision making process.

Crowd-Sourced Help with Emergent Knowledge for Optimized Formal Verification (CHEKOFV)

DTIC Science & Technology

2016-03-01

up game Binary Fission, which was deployed during Phase Two of CHEKOFV. Xylem: The Code of Plants is a casual game for players using mobile ...there are the design and engineering challenges of building a game infrastructure that integrates verification technology with crowd participation...the backend processes that annotate the originating software. Allowing players to construct their own equations opened up the flexibility to receive

Multiobjective optimization in structural design with uncertain parameters and stochastic processes

NASA Technical Reports Server (NTRS)

Rao, S. S.

1984-01-01

The application of multiobjective optimization techniques to structural design problems involving uncertain parameters and random processes is studied. The design of a cantilever beam with a tip mass subjected to a stochastic base excitation is considered for illustration. Several of the problem parameters are assumed to be random variables and the structural mass, fatigue damage, and negative of natural frequency of vibration are considered for minimization. The solution of this three-criteria design problem is found by using global criterion, utility function, game theory, goal programming, goal attainment, bounded objective function, and lexicographic methods. It is observed that the game theory approach is superior in finding a better optimum solution, assuming the proper balance of the various objective functions. The procedures used in the present investigation are expected to be useful in the design of general dynamic systems involving uncertain parameters, stochastic process, and multiple objectives.

The NMCSSC Quick-Reacting General War Gaming System (QUICK). Analytical Manual. Volume I - Data Base Preparation. Change

DTIC Science & Technology

1972-02-21

is a two-sided strategic nuclear exchange war gaming system. It is designed co assist the military planner in examining various facets of strategic...substantial, the data base preparation process is designed to provide an efficient means of assembling, maintaining, and organizing an input data base to... designed to assist in the study of &’trategic conflicts involving a large-scale Pexchange of nuclear weapons. The system is structured into five

An accomplished teacher's use of scaffolding during a second-grade unit on designing games.

PubMed

Chen, Weiyun; Rovegno, Inez; Cone, Stephen L; Cone, Theresa P

2012-06-01

The purpose of this study was to describe how an accomplished teacher taught second-grade students to design games that integrated movement and mathematics content. The participants were one physical education teacher; a classroom teacher, and an intact class of 20 second-grade students. Qualitative data were gathered through videotaping of all lessons, descriptions of 20 children's responses to all lesson segments, and interviews with all participants. In keeping with constructivist principles, the teacher used a progression of tasks and multiple instructional techniques to scaffold the design process allowing children to design games that were meaningful to them. Contrary to descriptions of scaffolding fading across a unit, in this study the scaffolding was a function of the interaction between learners' needs and task content.

Resolving Conflicts in Educational Game Design through Playtesting

ERIC Educational Resources Information Center

Winn, Brian; Heeter, Carrie

2007-01-01

Educational game designs must balance the often conflicting values of game designers, instructional designers, and content experts. In order to reach this balance, however, colleagues should adopt development strategies that already inform the design of commercial computer games. Commercial game designers recognize that great games are not created…

GAME--Gym Activities for Mind's Efficiency

ERIC Educational Resources Information Center

Rocha Ferreira, Cristina

2016-01-01

GAME results from the exhaustion of doing the same activities, dealing with unmotivated students and not getting the desired results academically. Thus, I initiated a process of research and training in areas such as Positive Psychology, Neurosciences and Neurolinguistic Programming, which allowed to design an Evidence-Based Intervention. Students…

Quittr: The Design of a Video Game to Support Smoking Cessation

PubMed Central

Bindoff, Ivan; Peterson, Gregory; Ling, Tristan; Lewis, Ian; Wells, Lindsay; Gee, Peter; Ferguson, Stuart G

2016-01-01

Background Smoking is recognized as the largest, single, preventable cause of death and disease in the developed world. While the majority of smokers report wanting to quit, and many try each year, smokers find it difficult to maintain long-term abstinence. Behavioral support, such as education, advice, goal-setting, and encouragement, is known to be beneficial in improving the likelihood of succeeding in a quit attempt, but it remains difficult to effectively deliver this behavioral support and keep the patient engaged with the process for a sufficient duration. In an attempt to solve this, there have been numerous mobile apps developed, yet engagement and retention have remained key challenges that limit the potential effectiveness of these interventions. Video games have been clearly linked with the effective delivery of health interventions, due to their capacity to increase motivation and engagement of players. Objective The objective of this study is to describe the design and development of a smartphone app that is theory-driven, and which incorporates gaming characteristics in order to promote engagement with content, and thereby help smokers to quit. Methods Game design and development was informed by a taxonomy of motivational affordances for meaningful gamified and persuasive technologies. This taxonomy describes a set of design components that is grounded in well-established psychological theories on motivation. Results This paper reports on the design and development process of Quittr, a mobile app, describing how game design principles, game mechanics, and game elements can be used to embed education and support content, such that the app actually requires the user to access and engage with relevant educational content. The next stage of this research is to conduct a randomized controlled trial to determine whether the additional incentivization game features offer any value in terms of the key metrics of engagement–how much content users are consuming, how many days users are persisting with using the app, and what proportion of users successfully abstain from smoking for 28 days, based on user-reported data and verified against a biochemical baseline using cotinine tests. Conclusions We describe a novel, and theoretically-informed mobile app design approach that has a broad range of potential applications. By using the virtual currency approach, we remove the need for the game to comprehensively integrate the healthy activity as part of its actual play mechanics. This opens up the potential for a wide variety of health problems to be tackled through games where no obvious play mechanic presents itself. The implications of this app are that similar approaches may be of benefit in areas such as managing chronic conditions (diabetes, heart disease, etc), treating substance abuse (alcohol, illicit drugs, etc), diet and exercise, eating disorders (anorexia, bulimia, and binge eating), and various phobias. PMID:27908844

“Kinect-ing” With Clinicians: A Knowledge Translation Resource to Support Decision Making About Video Game Use in Rehabilitation

PubMed Central

Levac, Danielle; Espy, Deborah; Fox, Emily; Pradhan, Sujata

2015-01-01

Microsoft's Kinect for Xbox 360 virtual reality (VR) video games are promising rehabilitation options because they involve motivating, full-body movement practice. However, these games were designed for recreational use, which creates challenges for clinical implementation. Busy clinicians require decision-making support to inform game selection and implementation that address individual therapeutic goals. This article describes the development and preliminary evaluation of a knowledge translation (KT) resource to support clinical decision making about selection and use of Kinect games in physical therapy. The knowledge-to-action framework guided the development of the Kinecting With Clinicians (KWiC) resource. Five physical therapists with VR and video game expertise analyzed the Kinect Adventure games. A consensus-building method was used to arrive at categories to organize clinically relevant attributes guiding game selection and game play. The process and results of an exploratory usability evaluation of the KWiC resource by clinicians through interviews and focus groups at 4 clinical sites is described. Subsequent steps in the evaluation and KT process are proposed, including making the KWiC resource Web-based and evaluating the utility of the online resource in clinical practice. PMID:25256741

"Kinect-ing" with clinicians: a knowledge translation resource to support decision making about video game use in rehabilitation.

PubMed

Levac, Danielle; Espy, Deborah; Fox, Emily; Pradhan, Sujata; Deutsch, Judith E

2015-03-01

Microsoft's Kinect for Xbox 360 virtual reality (VR) video games are promising rehabilitation options because they involve motivating, full-body movement practice. However, these games were designed for recreational use, which creates challenges for clinical implementation. Busy clinicians require decision-making support to inform game selection and implementation that address individual therapeutic goals. This article describes the development and preliminary evaluation of a knowledge translation (KT) resource to support clinical decision making about selection and use of Kinect games in physical therapy. The knowledge-to-action framework guided the development of the Kinecting With Clinicians (KWiC) resource. Five physical therapists with VR and video game expertise analyzed the Kinect Adventure games. A consensus-building method was used to arrive at categories to organize clinically relevant attributes guiding game selection and game play. The process and results of an exploratory usability evaluation of the KWiC resource by clinicians through interviews and focus groups at 4 clinical sites is described. Subsequent steps in the evaluation and KT process are proposed, including making the KWiC resource Web-based and evaluating the utility of the online resource in clinical practice. © 2015 American Physical Therapy Association.

Healthy Gaming – Video Game Design to promote Health

PubMed Central

Brox, E.; Fernandez-Luque, L.; Tøllefsen, T.

2011-01-01

Background There is an increasing interest in health games including simulation tools, games for specific conditions, persuasive games to promote a healthy life style or exergames where physical exercise is used to control the game. Objective The objective of the article is to review current literature about available health games and the impact related to game design principles as well as some educational theory aspects. Methods Literature from the big databases and known sites with games for health has been searched to find articles about games for health purposes. The focus has been on educational games, persuasive games and exergames as well as articles describing game design principles. Results The medical objectives can either be a part of the game theme (intrinsic) or be totally dispatched (extrinsic), and particularly persuasive games seem to use extrinsic game design. Peer support is important, but there is only limited research on multiplayer health games. Evaluation of health games can be both medical and technical, and the focus will depend on the game purpose. Conclusion There is still not enough evidence to conclude which design principles work for what purposes since most of the literature in health serious games does not specify design methodologies, but it seems that extrinsic methods work in persuasion. However, when designing health care games it is important to define both the target group and main objective, and then design a game accordingly using sound game design principles, but also utilizing design elements to enhance learning and persuasion. A collaboration with health professionals from an early design stage is necessary both to ensure that the content is valid and to have the game validated from a clinical viewpoint. Patients need to be involved, especially to improve usability. More research should be done on social aspects in health games, both related to learning and persuasion. PMID:23616865

The development and preliminary evaluation of a training device for wheelchair users: the GAME(Wheels) system.

PubMed

Fitzgerald, Shirley G; Cooper, Rory A; Zipfel, Emily; Spaeth, Donald M; Puhlman, Jeremy; Kelleher, Annmarie; Cooper, Rosemarie; Guo, Songfeng

2006-01-01

Training of appropriate wheelchair propulsion methods may be beneficial to the individual who uses a wheelchair by reducing the incidence of pain and improving one's quality of life. This paper discusses the development and initial testing of a training device that was developed to aid in wheelchair propulsion techniques: GAME(Wheels) System. Two separate models of GAME(Wheels) have been developed: a GAME(Wheels) Clinical and a GAME(Wheels) Trainer. Details of the development process and the refinement have been included in this manuscript. To verify and compare the practicality and functionality of the two GAME(Wheels) systems, several focus groups were conducted: first to determine whether the systems could be set-up with informational materials and second to determine if the systems could be taught to novice users. Results from the focus group indicate that the overall impressions of the systems were that they were 'fun' to play. Suggestions were raised to improve the design, which have been incorporated into further refinement of the GAME systems. This paper provides an overview of the development of a wheelchair-training device. Valuable information was gained to improve the design of the GAME(Wheels) systems.

Engaging Adolescents to Inform the Development of a Mobile Gaming App to Incentivize Physical Activity.

PubMed

Pope, Lizzy; Garnett, Bernice; Dibble, Marguerite

2017-08-29

Involving youth in the development of a mobile game designed to increase physical activity may increase relevancy and adoption. To share the development process used to create a gaming app aimed at incentivizing physical activity in high school students. Five focus groups were conducted with high school students (N=50) to understand gaming behaviors. A subset of students from the focus groups chose to complete a Web-based survey (N=10). Four different versions of gaming artwork and concept design based on student input were pilot tested (N=35), and group consensus building determined the direction of the game. The 4 game versions differed in their artwork style and gaming concept with some requiring competition versus cooperation, or being more individual versus team based. Group consensus building meant that all artwork and game concept options were displayed at the front of a classroom. Students could then vote for their top artwork and concept choices by putting stickers on the top 1 or 2 artwork and concept options that they liked best. Once all votes were cast, investigators discussed the voting results with students, and brainstormed ways to incorporate popular aspects of the 3 "losing" artwork and game concepts into the winning ideas. Focus group transcripts were analyzed for common themes. Artwork and gaming concept-voting data was tallied at the time of voting to share with students in real time. Focus groups and survey results revealed important themes for a successful gaming app: (1) competition, (2) balanced in-game rewards, (3) accessibility, and (4) aesthetic features. Consensus voting indicated the popularity of a collaborative competitive content design (35/66, 53%) and playful art (27/71, 38%). To ensure saliency and effectiveness of game-based physical activity interventions, youth need to be included in design and implementation. Furthermore, the unique preferences and social constructs of high school students need to be considered during intervention development. ©Lizzy Pope, Bernice Garnett, Marguerite Dibble. Originally published in JMIR Research Protocols (http://www.researchprotocols.org), 29.08.2017.

The impact of specially designed digital games-based learning in undergraduate pathology and medical education.

PubMed

Kanthan, Rani; Senger, Jenna-Lynn

2011-01-01

The rapid advances of computer technologies have created a new e-learner generation of "Homo-zappien" students that think and learn differently. Digital gaming is an effective, fun, active, and encouraging way of learning, providing immediate feedback and measurable process. Within the context of ongoing reforms in medical education, specially designed digital games, a form of active learning, are effective, complementary e-teaching/learning resources. To examine the effectiveness of the use of specially designed digital games for student satisfaction and for measurable academic improvement. One hundred fourteen students registered in first-year pathology Medicine 102 had 8 of 16 lecture sessions reviewed in specially designed content-relevant digital games. Performance scores to relevant content sessions were analyzed at midterm and final examinations. Seventy-one students who registered in second-year pathology Medicine 202 were exposed to the games only during the final examination, with the midterm examination serving as an internal matched-control group. Outcome measures included performance at midterm and final examinations. Paired 2-tailed t test statistics compared means. A satisfaction survey questionnaire of yes or no responses analyzed student engagement and their perceptions to digital game-based learning. Questions relevant to the game-play sessions had the highest success rate in both examinations among 114 first-year students. In the 71 second-year students, the examination scores at the end of the final examination were significantly higher than the scores on the midterm examination. Positive satisfaction survey noted increased student engagement, enhanced personal learning, and reduced student stress. Specially constructed digital games-based learning in undergraduate pathology courses showed improved academic performance as measured by examination test scores with increased student satisfaction and engagement.

Games and Simulations in Developmental Education.

ERIC Educational Resources Information Center

Clavner, Jerry B.

Developmental education activities should attempt to provide experiences which do not hold the student back from the normal flow of learning and which utilize processes already in the student's repertoire. Virtually all areas of developmental instruction can be supplemented with games and simulations, that is, activities designed to show the…

Effects of video-game play on information processing: a meta-analytic investigation.

PubMed

Powers, Kasey L; Brooks, Patricia J; Aldrich, Naomi J; Palladino, Melissa A; Alfieri, Louis

2013-12-01

Do video games enhance cognitive functioning? We conducted two meta-analyses based on different research designs to investigate how video games impact information-processing skills (auditory processing, executive functions, motor skills, spatial imagery, and visual processing). Quasi-experimental studies (72 studies, 318 comparisons) compare habitual gamers with controls; true experiments (46 studies, 251 comparisons) use commercial video games in training. Using random-effects models, video games led to improved information processing in both the quasi-experimental studies, d = 0.61, 95% CI [0.50, 0.73], and the true experiments, d = 0.48, 95% CI [0.35, 0.60]. Whereas the quasi-experimental studies yielded small to large effect sizes across domains, the true experiments yielded negligible effects for executive functions, which contrasted with the small to medium effect sizes in other domains. The quasi-experimental studies appeared more susceptible to bias than were the true experiments, with larger effects being reported in higher-tier than in lower-tier journals, and larger effects reported by the most active research groups in comparison with other labs. The results are further discussed with respect to other moderators and limitations in the extant literature.

Structured Therapeutic Games for Nonoffending Caregivers of Children Who Have Experienced Sexual Abuse.

PubMed

Springer, Craig I; Colorado, Giselle; Misurell, Justin R

2015-01-01

Game-based cognitive-behavioral therapy group model for nonoffending caregivers utilizes structured therapeutic games to assist parents following child sexual abuse. Game-based cognitive-behavioral therapy group model is a manualized group treatment approach that integrates evidence-based cognitive-behavioral therapy components with structured play therapy to teach parenting and coping skills, provide psychoeducation, and process trauma. Structured therapeutic games were designed to allow nonoffending caregivers to process their children's abuse experiences and learn skills necessary to overcome trauma in a nonthreatening, fun, and engaging manner. The implementation of these techniques allow clinicians to address a variety of psychosocial difficulties that are commonly found among nonoffending caregivers of children who have experienced sexual abuse. In addition, structured therapeutic games help caregivers develop strengths and abilities that they can use to help their children cope with abuse and trauma and facilitates the development of positive posttraumatic growth. Techniques and procedures for treatment delivery along with a description of core components and therapeutic modules are discussed. An illustrative case study is provided.

Learning Electron Transport Chain Process in Photosynthesis Using Video and Serious Game

NASA Astrophysics Data System (ADS)

Espinoza Morales, Cecilia

This research investigates students' learning about the electron transport chain (ETC) process in photosynthesis by watching a video followed by playing a serious board game-Electron Chute- that models the ETC process. To accomplish this goal, several learning outcomes regarding the misconceptions students' hold about photosynthesis and the ETC process in photosynthesis were defined. Middle school students need opportunities to develop cohesive models that explain the mechanistic processes of biological systems to support their learning. A six-week curriculum on photosynthesis included a one day learning activity using an ETC video and the Electron Chute game to model the ETC process. The ETC model explained how sunlight energy was converted to chemical energy (ATP) at the molecular level involving a flow of electrons. The learning outcomes and the experiences were developed based on the Indiana Academic Standards for biology and the Next Generation Science Standards (NGSS) for the life sciences. Participants were 120 eighth grade science students from an urban public school. The participants were organized into six classes based on their level of academic readiness, regular and challenge, by the school corporation. Four classes were identified as regular classes and two of them as challenge classes. Students in challenge classes had the opportunity to be challenged with more difficult content knowledge and required higher level thinking skills. The regular classes were the mainstream at school. A quasi-experimental design known as non-equivalent group design (NEGD) was used in this study. This experimental design consisted of a pretest-posttest experiment in two similar groups to begin with-the video only and video+game treatments. Intact classes were distributed into the treatments. The video only watched the ETC video and the video+game treatment watched the ETC video and played the Electron Chute game. The instrument (knowledge test) consisted of a multiple-choice section addressing general knowledge of photosynthesis and specific knowledge about ETC, and an essay section where students were asked to interpret each part of a diagram about the ETC process. Considering only the effect of treatments on score gain, regular and challenge groups reached higher scores in the posttest in comparison to the pretest after playing Electron Chute in both section of the test. However, the effect of treatments between the classes for each treatment was inconclusive. In the essay, the score gain was higher in the challenge than the regular class, but there was not a significant difference between both classes in the multiple-choice section. In regard to the learning outcomes, the initial model provided by the ETC video was mostly effective on addressing the misconception related to the oxygen production, which derives from the photolysis -or splitting-of the water molecules. Playing Electron Chute was effective on addressing most of the misconceptions targeted in the instruction design used for study. Most of these misconceptions were related to ATP and NADPH production and the cell structures where the ETC process takes place. At the end of the video+game learning treatment, a survey was used to collect data about students' experiences while playing the game. The majority of students agreed that playing the game increased their ability to explain how plants use light energy, but only about a third of them felt they could explain how ETC worked. Enjoyment and need for more explanations were different between students who attended the regular and challenge classes. The majority of the students who attended a regular class indicated they liked the ETC video and playing Electron Chute, percentage of agreement that was significantly higher than students who attended the challenge class. As a result, more students in the regular class indicated an interest in learning other science concepts like ETC. Students who attended the regular class reported that clear rules about how to play the game were helpful for learning. Further, the challenge group indicated the video and the Electron Chute game could include more explanations. These results suggest the video and game learning experience has the potential for engaging students’ interest in science when they participated in a regular class. This study also demonstrates a principled approach for designing a video and game to illustrate important methods for creating content knowledge that supports students’ ability to make sense of how complex systems work. Through more refinements of the game, the learning experiences could be a viable learning experience that accommodates the needs of a diverse population of students who might prefer different learning methods.

Systematic review of serious games for medical education and surgical skills training.

PubMed

Graafland, M; Schraagen, J M; Schijven, M P

2012-10-01

The application of digital games for training medical professionals is on the rise. So-called 'serious' games form training tools that provide a challenging simulated environment, ideal for future surgical training. Ultimately, serious games are directed at reducing medical error and subsequent healthcare costs. The aim was to review current serious games for training medical professionals and to evaluate the validity testing of such games. PubMed, Embase, the Cochrane Database of Systematic Reviews, PsychInfo and CINAHL were searched using predefined inclusion criteria for available studies up to April 2012. The primary endpoint was validation according to current criteria. A total of 25 articles were identified, describing a total of 30 serious games. The games were divided into two categories: those developed for specific educational purposes (17) and commercial games also useful for developing skills relevant to medical personnel (13). Pooling of data was not performed owing to the heterogeneity of study designs and serious games. Six serious games were identified that had a process of validation. Of these six, three games were developed for team training in critical care and triage, and three were commercially available games applied to train laparoscopic psychomotor skills. None of the serious games had completed a full validation process for the purpose of use. Blended and interactive learning by means of serious games may be applied to train both technical and non-technical skills relevant to the surgical field. Games developed or used for this purpose need validation before integration into surgical teaching curricula. Copyright © 2012 British Journal of Surgery Society Ltd. Published by John Wiley & Sons, Ltd.

Cognitive behavioral game design: a unified model for designing serious games

PubMed Central

Starks, Katryna

2014-01-01

Video games have a unique ability to engage, challenge, and motivate, which has led teachers, psychology specialists, political activists and health educators to find ways of using them to help people learn, grow and change. Serious games, as they are called, are defined as games that have a primary purpose other than entertainment. However, it is challenging to create games that both educate and entertain. While game designers have embraced some psychological concepts such as flow and mastery, understanding how these concepts work together within established psychological theory would assist them in creating effective serious games. Similarly, game design professionals have understood the propensity of video games to teach while lamenting that educators do not understand how to incorporate educational principles into game play in a way that preserves the entertainment. Bandura (2006) social cognitive theory (SCT) has been used successfully to create video games that create positive behavior outcomes, and teachers have successfully used Gardner’s (1983) theory of multiple intelligences (MIs) to create engaging, immersive learning experiences. Cognitive behavioral game design is a new framework that incorporates SCT and MI with game design principles to create a game design blueprint for serious games. PMID:24550858

Cognitive behavioral game design: a unified model for designing serious games.

PubMed

Starks, Katryna

2014-01-01

Video games have a unique ability to engage, challenge, and motivate, which has led teachers, psychology specialists, political activists and health educators to find ways of using them to help people learn, grow and change. Serious games, as they are called, are defined as games that have a primary purpose other than entertainment. However, it is challenging to create games that both educate and entertain. While game designers have embraced some psychological concepts such as flow and mastery, understanding how these concepts work together within established psychological theory would assist them in creating effective serious games. Similarly, game design professionals have understood the propensity of video games to teach while lamenting that educators do not understand how to incorporate educational principles into game play in a way that preserves the entertainment. Bandura (2006) social cognitive theory (SCT) has been used successfully to create video games that create positive behavior outcomes, and teachers have successfully used Gardner's (1983) theory of multiple intelligences (MIs) to create engaging, immersive learning experiences. Cognitive behavioral game design is a new framework that incorporates SCT and MI with game design principles to create a game design blueprint for serious games.

An Architecture for Designing Content Agnostic Game Mechanics for Educational Burst Games

ERIC Educational Resources Information Center

Baron, Tyler

2017-01-01

Currently, educational games are designed with the educational content as the primary factor driving the design of the game. While this may seem to be the optimal approach, this design paradigm causes multiple issues. For one, the games themselves are often not engaging as game design principles were put aside in favor of increasing the…

An Analytic Creativity Assessment Scale for Digital Game Story Design: Construct Validity, Internal Consistency and Interrater Reliability

ERIC Educational Resources Information Center

Chuang, Tsung-Yen; Huang, Yun-Hsuan

2015-01-01

Mobile technology has rapidly made digital games a popular entertainment to this digital generation, and thus digital game design received considerable attention in both the game industry and design education. Digital game design involves diverse dimensions in which digital game story design (DGSD) particularly attracts our interest, as the…

Examining an online microbiology game as an effective tool for teaching the scientific process.

PubMed

Bowling, Kristi G; Klisch, Yvonne; Wang, Shu; Beier, Margaret

2013-01-01

This study investigates the effectiveness of the online Flash game Disease Defenders in producing knowledge gains for concepts related to the scientific process. Disease Defenders was specifically designed to model how the scientific process is central to a variety of disciplines and science careers. An additional question relates to the game's ability to shift attitudes toward science. Middle school classes from grades six to eight were assigned to the experimental group (n = 489) or control group (n = 367) and asked to participate in a three-session intervention. The sessions involved completing a pretest, a game play session, and taking a posttest. Students in the experimental group played Disease Defenders while students in the control group played an alternative science game. Results showed a significant increase in mean science knowledge scores for all grades in the experimental group, with sixth grade and seventh grade students gaining more knowledge than eighth grade students. Additionally, results showed a significant positive change in science attitudes only among sixth graders, who also rated their satisfaction with the game more favorably than students in higher grades. No differences in mean test scores were found between genders for science knowledge or science attitudes, suggesting that the game is equally effective for males and females.

Learning the Rules of the Game

NASA Astrophysics Data System (ADS)

Smith, Donald A.

2018-03-01

Games have often been used in the classroom to teach physics ideas and concepts, but there has been less published on games that can be used to teach scientific thinking. D. Maloney and M. Masters describe an activity in which students attempt to infer rules to a game from a history of moves, but the students don't actually play the game. Giving the list of moves allows the instructor to emphasize the important fact that nature usually gives us incomplete data sets, but it does make the activity less immersive. E. Kimmel suggested letting students attempt to figure out the rules to Reversi by playing it, but this game only has two players, which makes it difficult to apply in a classroom setting. Kimmel himself admits the choice of Reversi is somewhat arbitrary. There are games, however, that are designed to make the process of figuring out the rules an integral aspect of play. These games involve more people and require only a deck or two of cards. I present here an activity constructed around the card game Mao, which can be used to help students recognize aspects of scientific thinking. The game is particularly good at illustrating the importance of falsification tests (questions designed to elicit a negative answer) over verification tests (examples that confirm what is already suspected) for illuminating the underlying rules.

Earthquake: Game-based learning for 21st century STEM education

NASA Astrophysics Data System (ADS)

Perkins, Abigail Christine

To play is to learn. A lack of empirical research within game-based learning literature, however, has hindered educational stakeholders to make informed decisions about game-based learning for 21st century STEM education. In this study, I modified a research and development (R&D) process to create a collaborative-competitive educational board game illuminating elements of earthquake engineering. I oriented instruction- and game-design principles around 21st century science education to adapt the R&D process to develop the educational game, Earthquake. As part of the R&D, I evaluated Earthquake for empirical evidence to support the claim that game-play results in student gains in critical thinking, scientific argumentation, metacognitive abilities, and earthquake engineering content knowledge. I developed Earthquake with the aid of eight focus groups with varying levels of expertise in science education research, teaching, administration, and game-design. After developing a functional prototype, I pilot-tested Earthquake with teacher-participants (n=14) who engaged in semi-structured interviews after their game-play. I analyzed teacher interviews with constant comparison methodology. I used teachers' comments and feedback from content knowledge experts to integrate game modifications, implementing results to improve Earthquake. I added player roles, simplified phrasing on cards, and produced an introductory video. I then administered the modified Earthquake game to two groups of high school student-participants (n = 6), who played twice. To seek evidence documenting support for my knowledge claim, I analyzed videotapes of students' game-play using a game-based learning checklist. My assessment of learning gains revealed increases in all categories of students' performance: critical thinking, metacognition, scientific argumentation, and earthquake engineering content knowledge acquisition. Players in both student-groups improved mostly in critical thinking, having doubled the number of exhibited instances of critical thinking between games. Players in the first group exhibited about a third more instances of metacognition between games, while players in the second group doubled such instances. Between games, players in both groups more than doubled the number of exhibited instances of using earthquake engineering content knowledge. The student-players expanded use of scientific argumentation for all game-based learning checklist categories. With empirical evidence, I conclude play and learning can connect for successful 21 st century STEM education.

War-gaming application for future space systems acquisition: MATLAB implementation of war-gaming acquisition models and simulation results

NASA Astrophysics Data System (ADS)

Vienhage, Paul; Barcomb, Heather; Marshall, Karel; Black, William A.; Coons, Amanda; Tran, Hien T.; Nguyen, Tien M.; Guillen, Andy T.; Yoh, James; Kizer, Justin; Rogers, Blake A.

2017-05-01

The paper describes the MATLAB (MathWorks) programs that were developed during the REU workshop1 to implement The Aerospace Corporation developed Unified Game-based Acquisition Framework and Advanced Game - based Mathematical Framework (UGAF-AGMF) and its associated War-Gaming Engine (WGE) models. Each game can be played from the perspectives of the Department of Defense Acquisition Authority (DAA) or of an individual contractor (KTR). The programs also implement Aerospace's optimum "Program and Technical Baseline (PTB) and associated acquisition" strategy that combines low Total Ownership Cost (TOC) with innovative designs while still meeting warfighter needs. The paper also describes the Bayesian Acquisition War-Gaming approach using Monte Carlo simulations, a numerical analysis technique to account for uncertainty in decision making, which simulate the PTB development and acquisition processes and will detail the procedure of the implementation and the interactions between the games.

A Mobile Game for the Social and Cognitive Well-Being of Elderly People in China.

PubMed

Li, Nan; Chen, Weiqin

2017-01-01

China, like many other countries, is facing the challenges of an ageing population. Literature has shown that the lack of social interaction has a negative impact on the physical health of the elderly, and playing games can be beneficial in maintaining or even improving their cognitive abilities. This study describes the design and development process for a social and cognitive mobile game and the related user evaluation in terms of well-being. The objective is to explore the underlying connections between game playing and the improvement of well-being among elderly people in China.

Digital Gesture-Based Games: An Evolving Classroom

ERIC Educational Resources Information Center

McNamara, Alison

2016-01-01

This study aims to provide an account of phase three of the doctoral process where both students and teachers' views contribute to the design and development of a gesture-based game in Ireland at post-primary level. The research showed the school's policies influenced the supportive Information and Communication Technology (ICT) infrastructure,…

Evidence-based development and first usability testing of a social serious game based multi-modal system for early screening for atypical socio-cognitive development.

PubMed

Gyori, Miklos; Borsos, Zsófia; Stefanik, Krisztina

2015-01-01

At current, screening for, and diagnosis of, autism spectrum disorders (ASD) are based on purely behavioral data; established screening tools rely on human observation and ratings of relevant behaviors. The research and development project in the focus of this paper is aimed at designing, creating and evaluating a social serious game based multi-modal, interactive software system for screening for high functioning cases of ASD at kindergarten age. The aims of this paper are (1) to summarize the evidence-based design process and (2) to present results from the first usability test of the system. Game topic, candidate responses, and candidate game contents were identified via an iterative literature review. On this basis, the 1^st partial prototype of the fully playable game has been created, with complete data recording functionality but without the decision making component. A first usability test was carried out on this prototype (n=13). Overall results were unambiguously promising. Although sporadic difficulties in, and slightly negative attitudes towards, using the game occasionally arose, these were confined to non-target-group children only. The next steps of development include (1) completing the game design; (2) carrying out first large-n field test; (3) creating the first prototype of the decision making component.

The Playful and Reflective Game Designer

ERIC Educational Resources Information Center

Majgaard, Gunver

2014-01-01

A group of first-semester engineering students participated in a game design course. The aim of the course was to learn how to design computer games and programming skills by creating their own games, thereby applying their game-playing experiences to gain knowledge about game design. The aim was for students to develop a more critically…

Seriously Considering Design in Educational Games

ERIC Educational Resources Information Center

Gaydos, Matthew

2015-01-01

Research suggests that well-designed games can be good for learning under the right conditions. How such games are designed remains poorly understood, as studies have focused more on "whether" games can produce learning than on how such games work or how they can be reliably developed. That is, though the design of a game is considered…

GAMES II Project: a general architecture for medical knowledge-based systems.

PubMed

Bruno, F; Kindler, H; Leaning, M; Moustakis, V; Scherrer, J R; Schreiber, G; Stefanelli, M

1994-10-01

GAMES II aims at developing a comprehensive and commercially viable methodology to avoid problems ordinarily occurring in KBS development. GAMES II methodology proposes to design a KBS starting from an epistemological model of medical reasoning (the Select and Test Model). The design is viewed as a process of adding symbol level information to the epistemological model. The architectural framework provided by GAMES II integrates the use of different formalisms and techniques providing a large set of tools. The user can select the most suitable one for representing a piece of knowledge after a careful analysis of its epistemological characteristics. Special attention is devoted to the tools dealing with knowledge acquisition (both manual and automatic). A panel of practicing physicians are assessing the medical value of such a framework and its related tools by using it in a practical application.

Inclusive Competitive Game Play Through Balanced Sensory Feedback.

PubMed

Westin, Thomas; Söderström, David; Karlsson, Olov; Peiris, Ranil

2017-01-01

While game accessibility has improved significantly the last few years, there are still barriers for equal participation and multiplayer issues have been less researched. Game balance is here about making the game fair in a player versus player competitive game. One difficult design task is to balance the game to be fair regardless of visual or hearing capabilities, with clearly different requirements. This paper explores a tentative design method for enabling inclusive competitive game-play without individual adaptations of game rules that could spoil the game. The method involved applying a unified design method to design an unbalanced game, then modifying visual feedback as a hypothetical balanced design, and testing the game with totally 52 people with and without visual or hearing disabilities in three workshops. Game balance was evaluated based on score differences and less structured qualitative data, and a redesign of the game was made. Conclusions are a tentative method for balancing a multiplayer, competitive game without changing game rules and how the method can be applied.

Teaching Games Level Design Using the StarCraft II Editor

ERIC Educational Resources Information Center

Sweetser, Penelope

2013-01-01

Level design is often characterised as "where the rubber hits the road" in game development. It is a core area of games design, alongside design of game rules and narrative. However, there is a lack of literature dedicated to documenting teaching games design, let alone the more specialised topic of level design. Furthermore, there…

Examining key design decisions involved in developing a serious game for child sexual abuse prevention.

PubMed

Stieler-Hunt, Colleen; Jones, Christian M; Rolfe, Ben; Pozzebon, Kay

2014-01-01

This paper presents a case study of the key decisions made in the design of Orbit, a child sexual abuse prevention computer game targeted at school students between 8 and 10 years of age. Key decisions include providing supported delivery for the target age group, featuring adults in the program, not over-sanitizing game content, having a focus on building healthy self-concept of players, making the game engaging and relatable for all players and evaluating the program. This case study has implications for the design of Serious Games more generally, including that research should underpin game design decisions, game designers should consider ways of bridging the game to real life, the learning that arises from the game should go beyond rote-learning, designers should consider how the player can make the game-world their own and comprehensive evaluations of Serious Games should be undertaken.

Examining key design decisions involved in developing a serious game for child sexual abuse prevention

PubMed Central

Stieler-Hunt, Colleen; Jones, Christian M.; Rolfe, Ben; Pozzebon, Kay

2014-01-01

This paper presents a case study of the key decisions made in the design of Orbit, a child sexual abuse prevention computer game targeted at school students between 8 and 10 years of age. Key decisions include providing supported delivery for the target age group, featuring adults in the program, not over-sanitizing game content, having a focus on building healthy self-concept of players, making the game engaging and relatable for all players and evaluating the program. This case study has implications for the design of Serious Games more generally, including that research should underpin game design decisions, game designers should consider ways of bridging the game to real life, the learning that arises from the game should go beyond rote-learning, designers should consider how the player can make the game-world their own and comprehensive evaluations of Serious Games should be undertaken. PMID:24550880

Gaming against medical errors: methods and results from a design game on CPOE.

PubMed

Kanstrup, Anne Marie; Nøhr, Christian

2009-01-01

The paper presents design game as a technique for participatory design for a Computerized Decision Support System (CDSS) for minimizing medical errors. Design game is used as a technique for working with the skills of users, the complexity of the use practice and the negotiation of design here within the challenging domain of medication. The paper presents a developed design game based on game inspiration from a computer game, theoretical inspiration on electronic decision support, and empirical grounding in scenarios of medical errors. The game has been played in a two-hour workshop with six clinicians. The result is presented as a list of central themes for design of CDSS and derived design principles from these themes. These principles are currently under further exploration in follow up prototype based activities.

Aligning Game Activity with Educational Goals: Following a Constrained Design Approach to Instructional Computer Games

ERIC Educational Resources Information Center

Shelton, Brett E.; Scoresby, Jon

2011-01-01

We discuss the design, creation and implementation of an instructional game for use in a high school poetry class following a commitment to an educational game design principle of "alignment". We studied groups of instructional designers and an interactive fiction computer game they built. The game was implemented in a 9th grade English classroom…

Homemade Powerpoint Games: Game Design Pedagogy Aligned to the TPACK Framework

ERIC Educational Resources Information Center

Siko, Jason P.; Barbour, Michael K.

2012-01-01

While researchers are examining the role of playing games to learn, others are looking at using game design as an instructional tool. However, game-design software may require additional time to train both teachers and students. In this article, the authors discuss the use of Microsoft PowerPoint as a tool for game-design instruction and the…

Improving the Design of a Learning Game through Intrinsic Integration and Playtesting

ERIC Educational Resources Information Center

Denham, André R.

2016-01-01

Designing and developing games for learning is a difficult endeavor. Educational game designers must not only make an engaging and motivating game, but must also ensure that learning takes place as a result of gameplay. Educational researchers have sought to define design principles in order to lessen the difficulty involved with game design. In…

An Educational Technology Curriculum for Converging Technologies.

ERIC Educational Resources Information Center

Allen, Brockenbrough S.; And Others

1989-01-01

Outlines curriculum reforms being made in the master's level educational technology program at San Diego State University. Topics discussed include technological changes and the roles of educational product designers; human information processing; knowledge base design; student design of educational adventure games; interactive video design; and…

Preparation and accreditation of anti-doping laboratories for the Olympic Games.

PubMed

Botrè, Francesco; Wu, Moutian; Boghosian, Thierry

2012-07-01

This article outlines the process of preparation of an anti-doping laboratory in view of the activities to be performed on the occasion of the Olympic Games, focusing in particular on the accreditation requirements of the World Anti-Doping Agency (WADA) and ISO/IEC 17025, as well as on the additional obligations required by the International Olympic Committee, which is the testing authority responsible for the anti-doping activities at the Olympics. Due to the elevated workload expected on the occasion of the Olympic Games, the designated anti-doping laboratory needs to increase its analytical capacity (samples processed/time) and capability by increasing the laboratory's resources in terms of space, instrumentation and personnel. Two representative cases, one related to the Winter Olympic Games (Torino 2006) and one related to the Summer Olympic Games (Beijing 2008), are presented in detail, in order to discuss the main aspects of compliance with both the WADA and ISO/IEC 17025 accreditation requirements.

A game theoretic algorithm to detect overlapping community structure in networks

NASA Astrophysics Data System (ADS)

Zhou, Xu; Zhao, Xiaohui; Liu, Yanheng; Sun, Geng

2018-04-01

Community detection can be used as an important technique for product and personalized service recommendation. A game theory based approach to detect overlapping community structure is introduced in this paper. The process of the community formation is converted into a game, when all agents (nodes) cannot improve their own utility, the game process will be terminated. The utility function is composed of a gain and a loss function and we present a new gain function in this paper. In addition, different from choosing action randomly among join, quit and switch for each agent to get new label, two new strategies for each agent to update its label are designed during the game, and the strategies are also evaluated and compared for each agent in order to find its best result. The overlapping community structure is naturally presented when the stop criterion is satisfied. The experimental results demonstrate that the proposed algorithm outperforms other similar algorithms for detecting overlapping communities in networks.

A Course on Serious Game Design and Development Using an Online Problem-Based Learning Approach

ERIC Educational Resources Information Center

Kapralos, Bill; Fisher, Stephanie; Clarkson, Jessica; van Oostveen, Roland

2015-01-01

Purpose: The purpose of this paper is to describe a novel undergraduate course on serious game design and development that integrates both game and instructional design, thus providing an effective approach to teaching serious game design and development. Very little effort has been dedicated to the teaching of proper serious game design and…

Examining the Characteristics of Digital Learning Games Designed by In-Service Teachers

ERIC Educational Resources Information Center

An, Yun-Jo; Cao, Li

2017-01-01

In order to better understand teachers' perspectives on the design and development of digital game-based learning environments, this study examined the characteristics of digital learning games designed by teachers. In addition, this study explored how game design and peer critique activities influenced their perceptions of digital game-based…

Reimagining Game Design: Exploring the Design of Constructible Authentic Representations for Science Reasoning

NASA Astrophysics Data System (ADS)

Holbert, Nathan Ryan

Video games have recently become a popular space for educational design due to their interactive and engaging nature and the ubiquity of the gaming experience among youth. Though many researchers argue video games can provide opportunities for learning, educational game design has focused on the classroom rather than the informal settings where games are typically played. Educational games have been moderately successful at achieving learning gains on standardized items, but have failed to show improvements on related but distal problems. In this dissertation I develop and assess a new design principle, called constructible authentic representations for creating informal gaming experiences that players will actively draw on when reasoning in formal and real world contexts. These games provide players with opportunities to engage in meaningful construction with components that integrate relevant concepts to create in-game representations that visually and epistemologically align with related tools and representations utilized in the target domain. In the first phase of the dissertation, I observed children playing popular video games to better understand what in-game representations children attend to and how interactions with these representations contribute to intuitive ideas of encountered STEM content. Results from this study fed into the iterative design of two prototype video games, FormulaT Racing and Particles!, intending to give players useful knowledge resources for reasoning about kinematics and the particulate nature of matter respectively. Designed games encourage players to utilize and refine intuitive ideas about target content through the construction of domain relevant representations. To assess the effectiveness of these designs I conducted two studies of children ages 7-14 playing prototype games in informal settings. An analysis of pre- and post-game clinical interviews, domain specific tasks, and video and logging data of gameplay suggests players developed useful knowledge resources, likely gained and/or refined from experiences in-game, that are employed to solve non-game problems and tasks. Furthermore, players utilized in-game representations as objects-to-think-with when explaining real world phenomena and formal concepts. The results suggest that games designed to include constructible authentic representations can provide players with powerful and useful knowledge resources accessible when thinking and reasoning in a variety of contexts.

Gamers as Designers: A Framework for Investigating Design in Gaming Affinity Spaces

ERIC Educational Resources Information Center

Duncan, Sean C.

2010-01-01

This article addresses recent approaches to uncovering and theorizing the design activities that occur in online gaming affinity spaces. Examples are presented of productive d/Discourse present within online forums around three video game series, video games, or game platforms, and key design practices engaged upon by gamers in these spaces. It is…

Reimagining Game Design: Exploring the Design of Constructible Authentic Representations for Science Reasoning

ERIC Educational Resources Information Center

Holbert, Nathan Ryan

2013-01-01

Video games have recently become a popular space for educational design due to their interactive and engaging nature and the ubiquity of the gaming experience among youth. Though many researchers argue video games can provide opportunities for learning, educational game design has focused on the classroom rather than the informal settings where…

A Scaffolding Strategy to Develop Handheld Sensor-Based Vocabulary Games for Improving Students' Learning Motivation and Performance

ERIC Educational Resources Information Center

Huang, Yong-Ming; Huang, Yueh-Min

2015-01-01

Vocabulary is the foundation for students who learn a foreign language. Nevertheless, students may be bored by the painstaking process of rote learning. To this end, this study designed a handheld sensor-based vocabulary game based on a scaffolding strategy for improving students' motivation and achievement in vocabulary learning. On the one hand,…

Identifying Key Features of Student Performance in Educational Video Games and Simulations through Cluster Analysis

ERIC Educational Resources Information Center

Kerr, Deirdre; Chung, Gregory K. W. K.

2012-01-01

The assessment cycle of "evidence-centered design" (ECD) provides a framework for treating an educational video game or simulation as an assessment. One of the main steps in the assessment cycle of ECD is the identification of the key features of student performance. While this process is relatively simple for multiple choice tests, when…

Pre-Service Teachers' Practices towards Digital Game Design for Technology Integration into Science Classrooms

ERIC Educational Resources Information Center

Uluay, Gulsah; Dogan, Alev

2016-01-01

The main purpose of the study is to introduce Kodu Game Lab that is created by Microsoft as an example for technology integration into learning process to pre-service science teachers with MAGDAIRE framework. The participants were in a special teaching methods course at a university in Turkey during the fall 2015 semester. Mix method research…

"Language Is the Skin of My Thought": Integrating Wikipedia and AI to Support a Guillotine Player

NASA Astrophysics Data System (ADS)

Lops, Pasquale; Basile, Pierpaolo; de Gemmis, Marco; Semeraro, Giovanni

This paper describes OTTHO (On the Tip of my THOught), a system designed for solving a language game, called Guillotine, which demands knowledge covering a broad range of topics, such as movies, politics, literature, history, proverbs, and popular culture. The rule of the game is simple: the player observes five words, generally unrelated to each other, and in one minute she has to provide a sixth word, semantically connected to the others. The system exploits several knowledge sources, such as a dictionary, a set of proverbs, and Wikipedia to realize a knowledge infusion process. The paper describes the process of modeling these sources and the reasoning mechanism to find the solution of the game. The main motivation for designing an artificial player for Guillotine is the challenge of providing the machine with the cultural and linguistic background knowledge which makes it similar to a human being, with the ability of interpreting natural language documents and reasoning on their content. Experiments carried out showed promising results. Our feeling is that the presented approach has a great potential for other more practical applications besides solving a language game.

DOE Office of Scientific and Technical Information (OSTI.GOV)

Nasseh, Bizhan

Ball State University (BSU) was the recipient of a U.S. Department of Energy award to develop educational games teaching science and math. The Science Media Program will merge Ball State University’s nationally recognized capabilities in education, technology, and communication to develop new, interactive, game-based media for the teaching and learning of science and scientific principles for K-12 students. BSU established a team of educators, researchers, scientists, animators, designers, technology specialists, and hired a professional media developer company (Outside Source Design) from Indianapolis. After six months discussions and assessments the project team selected the following 8 games in Math, Physics, Chemistry,more » and Biology, 2 from each discipline. The assembled teams were innovative and unique. This new model of development and production included a process that integrated all needed knowledge and expertise for the development of high quality science and math games for K-12 students. This new model has potential to be used by others for the development of the educational games. The uniqueness of the model is to integrate domain experts’ knowledge with researchers/quality control group, and combine a professional development team from the game development company with the academic game development team from Computer Science and Art departments at Ball State University. The developed games went through feasibility tests with selected students for improvement before use in the research activities.« less

Fleet Arctic Operations Game: Game Report

DTIC Science & Technology

2011-09-01

By: Director: CDR Christopher Gray Designer : Prof. Leif Bergey Analyst: Prof. Walter A. Berbrick Report Documentation Page Form ApprovedOMB No...7 II. GAME DESIGN & RESEARCH...METHODOLOGY ......................................................................... 9 Discussion of Game Design

Quantum-Like Model for Decision Making Process in Two Players Game. A Non-Kolmogorovian Model

NASA Astrophysics Data System (ADS)

Asano, Masanari; Ohya, Masanori; Khrennikov, Andrei

2011-03-01

In experiments of games, players frequently make choices which are regarded as irrational in game theory. In papers of Khrennikov (Information Dynamics in Cognitive, Psychological and Anomalous Phenomena. Fundamental Theories of Physics, Kluwer Academic, Norwell, 2004; Fuzzy Sets Syst. 155:4-17, 2005; Biosystems 84:225-241, 2006; Found. Phys. 35(10):1655-1693, 2005; in QP-PQ Quantum Probability and White Noise Analysis, vol. XXIV, pp. 105-117, 2009), it was pointed out that statistics collected in such the experiments have "quantum-like" properties, which can not be explained in classical probability theory. In this paper, we design a simple quantum-like model describing a decision-making process in a two-players game and try to explain a mechanism of the irrational behavior of players. Finally we discuss a mathematical frame of non-Kolmogorovian system in terms of liftings (Accardi and Ohya, in Appl. Math. Optim. 39:33-59, 1999).

"World of Warcraft" and the Impact of Game Culture and "Play" in an Undergraduate Game Design Course

ERIC Educational Resources Information Center

Dickey, Michele D.

2011-01-01

During the past two decades, digital games have become an increasingly popular source of study for academics, educational researchers and instructional designers. Much has been written about the potential of games for teaching and learning, both in the design of educational/serious games and the implementation of off-the-shelf games for learning.…

Game Design and Homemade PowerPoint Games: An Examination of the Justifications and a Review of the Research

ERIC Educational Resources Information Center

Siko, Jason; Barbour, Michael

2013-01-01

Research on educational games often focuses on the benefits that playing games has on student achievement. However, there is a growing body of research examining the benefits of having students design games rather than play them. Problems with game design as an instructional tool include the additional instruction on the programming language…

Game Methodology for Design Methods and Tools Selection

ERIC Educational Resources Information Center

Ahmad, Rafiq; Lahonde, Nathalie; Omhover, Jean-françois

2014-01-01

Design process optimisation and intelligence are the key words of today's scientific community. A proliferation of methods has made design a convoluted area. Designers are usually afraid of selecting one method/tool over another and even expert designers may not necessarily know which method is the best to use in which circumstances. This…

Designing Educational Software with Students through Collaborative Design Games: The We!Design&Play Framework

ERIC Educational Resources Information Center

Triantafyllakos, George; Palaigeorgiou, George; Tsoukalas, Ioannis A.

2011-01-01

In this paper, we present a framework for the development of collaborative design games that can be employed in participatory design sessions with students for the design of educational applications. The framework is inspired by idea generation theory and the design games literature, and guides the development of board games which, through the use…

Pathways to designing and running an operational flood forecasting system: an adventure game!

NASA Astrophysics Data System (ADS)

Arnal, Louise; Pappenberger, Florian; Ramos, Maria-Helena; Cloke, Hannah; Crochemore, Louise; Giuliani, Matteo; Aalbers, Emma

2017-04-01

In the design and building of an operational flood forecasting system, a large number of decisions have to be taken. These include technical decisions related to the choice of the meteorological forecasts to be used as input to the hydrological model, the choice of the hydrological model itself (its structure and parameters), the selection of a data assimilation procedure to run in real-time, the use (or not) of a post-processor, and the computing environment to run the models and display the outputs. Additionally, a number of trans-disciplinary decisions are also involved in the process, such as the way the needs of the users will be considered in the modelling setup and how the forecasts (and their quality) will be efficiently communicated to ensure usefulness and build confidence in the forecasting system. We propose to reflect on the numerous, alternative pathways to designing and running an operational flood forecasting system through an adventure game. In this game, the player is the protagonist of an interactive story driven by challenges, exploration and problem-solving. For this presentation, you will have a chance to play this game, acting as the leader of a forecasting team at an operational centre. Your role is to manage the actions of your team and make sequential decisions that impact the design and running of the system in preparation to and during a flood event, and that deal with the consequences of the forecasts issued. Your actions are evaluated by how much they cost you in time, money and credibility. Your aim is to take decisions that will ultimately lead to a good balance between time and money spent, while keeping your credibility high over the whole process. This game was designed to highlight the complexities behind decision-making in an operational forecasting and emergency response context, in terms of the variety of pathways that can be selected as well as the timescale, cost and timing of effective actions.

Design Principles of Next-Generation Digital Gaming for Education.

ERIC Educational Resources Information Center

Squire, Kurt; Jenkins, Henry; Holland, Walter; Miller, Heather; O'Driscoll, Alice; Tan, Katie Philip; Todd, Katie.

2003-01-01

Discusses the rapid growth of digital games, describes research at MIT that is exploring the potential of digital games for supporting learning, and offers hypotheses about the design of next-generation educational video and computer games. Highlights include simulations and games; and design principles, including context and using information to…

Digi Island: A Serious Game for Teaching and Learning Digital Circuit Optimization

NASA Technical Reports Server (NTRS)

Harper, Michael; Miller, Joseph; Shen, Yuzhong

2011-01-01

Karnaugh maps, also known as K-maps, are a tool used to optimize or simplify digital logic circuits. A K-map is a graphical display of a logic circuit. K-map optimization is essentially the process of finding a minimum number of maximal aggregations of K-map cells. with values of 1 according to a set of rules. The Digi Island is a serious game designed for aiding students to learn K-map optimization. The game takes place on an exotic island (called Digi Island) in the Pacific Ocean . The player is an adventurer to the Digi Island and will transform it into a tourist attraction by developing real estates, such as amusement parks.and hotels. The Digi Island game elegantly converts boring 1s and Os in digital circuits into usable and unusable spaces on a beautiful island and transforms K-map optimization into real estate development, an activity with which many students are familiar and also interested in. This paper discusses the design, development, and some preliminary results of the Digi Island game.

Learning through social interaction in game technology.

DOE Office of Scientific and Technical Information (OSTI.GOV)

Waern, Annika; Raybourn, Elaine Marie

2005-05-01

The present ITSE journal special issue on 'Learning About Social Interaction through Gaming' is the result of an invitation to the attendees of a one-day workshop on 'Social Learning Through Gaming' co-organized by the guest editors and held at the Human Factors in Computing Systems (CHI) conference on April 26, 2004 in Vienna, Austria. CHI is one of the premiere conferences on human-computer interaction. CHI 2004 attracted hundreds of delegates from all over the world. The CHI workshop program results from a competitive selection process. The Social Learning through Gaming workshop was filled to capacity and attended by approximately 25more » participants from Europe and North America who submitted position papers that were refereed and selected for participation based on the relevancy and innovativeness of the research. The participants came together to share research on play, learning, games, interactive technologies, and what playing and designing games can teach us about social behaviors. The present special issue focuses on learning about social aspects through gaming: learning to socialize through games and learning games through social behavior.« less

Constructible Authentic Representations: Designing Video Games That Enable Players to Utilize Knowledge Developed In-Game to Reason about Science

ERIC Educational Resources Information Center

Holbert, Nathan R.; Wilensky, Uri

2014-01-01

While video games have become a source of excitement for educational designers, creating informal game experiences that players can draw on when thinking and reasoning in non-game contexts has proved challenging. In this paper we present a design principle for creating educational video games that enables players to draw on knowledge resources…

Designing for Motivation: Design-Considerations for Spaced-Repetition-Based Learning Games on Mobile Devices

ERIC Educational Resources Information Center

Schimanke, Florian; Mertens, Robert; Vornberger, Oliver

2017-01-01

Learning games are an ideal vessel for many kinds of learning content. Playful interaction with the subject matter makes the human mind more receptive and thus learning itself more effective. Well designed games also come with an addictive game-play that makes users want to play the game over and over. This is intended in fun games but it can be…

Measuring children's regulation of emotion-expressive behavior.

PubMed

Bar-Haim, Yair; Bar-Av, Gali; Sadeh, Avi

2011-04-01

Emotion regulation has become a pivotal concept in developmental and clinical research. However, the measurement of regulatory processes has proved extremely difficult, particularly in the context of within-subject designs. Here, we describe a formal conceptualization and a new experimental procedure, the Balloons Game, to measure a regulatory component of emotion-expressive behavior. We present the internal consistency and stability of the indices derived from the Balloons Game in a sample of 121 kindergarten children. External validation against measures that have been associated with emotion regulation processes is also provided. The findings suggest that the Balloons Game provides a reliable tool for the study of regulation of emotion expression in young children. PsycINFO Database Record (c) 2011 APA, all rights reserved.

Game Design and Learning: A Conjectural Analysis of How Massively Multiple Online Role-Playing Games (MMORPGs) Foster Intrinsic Motivation

ERIC Educational Resources Information Center

Dickey, Michele D.

2007-01-01

During the past two decades, the popularity of computer and video games has prompted games to become a source of study for educational researchers and instructional designers investigating how various aspects of game design might be appropriated, borrowed, and re-purposed for the design of educational materials. The purpose of this paper is to…

BrainStorm: a psychosocial game suite design for non-invasive cross-generational cognitive capabilities data collection

NASA Astrophysics Data System (ADS)

Ahmad, Faizan; Chen, Yiqiang; Hu, Lisha; Wang, Shuangquan; Wang, Jindong; Chen, Zhenyu; Jiang, Xinlong; Shen, Jianfei

2017-11-01

Currently available traditional as well as videogame-based cognitive assessment techniques are inappropriate due to several reasons. This paper presents a novel psychosocial game suite, BrainStorm, for non-invasive cross-generational cognitive capabilities data collection, which additionally provides cross-generational social support. A motivation behind the development of presented game suite is to provide an entertaining and exciting platform for its target users in order to collect gameplay-based cognitive capabilities data in a non-invasive manner. An extensive evaluation of the presented game suite demonstrated high acceptability and attraction for its target users. Besides, the data collection process is successfully reported as transparent and non-invasive.

Design of robotic leg and physiotherapy (ROLEP) assist with interactive game

NASA Astrophysics Data System (ADS)

Hasan, A. F.; Husin, M. F. Che; Hashim, M. N.; Rosli, K. A.; Roslim, F. R. A.; Abidin, A. F. Z.

2017-09-01

Injuries in certain parts of the feet can cause a person to have difficulty in walking or running if it is not treated through physiotherapy. In Malaysia, therapy centers only provide a service or the use of basic tools that are not efficient as more sophisticated equipment requires a high cost. In fact, exercise requiring close monitoring physiotherapist are also at a high cost. Therefore, using robot therapy is a new technology that can provide an alternative way to solve this problem. The implementation of this project has produced a robotic physiotherapy which has one degree of freedom, portable and inexpensive way to help the movement of the patient's leg. It covers basic electrical circuits, mechanical components, programming and has been combined with an interactive game as the main driver. ROLEP (Robotic-Leg-Physiotherapy) is able to help patients through the therapy process. It was built using CT-UNO as its microprocessor connected to MD10-C which acted as the motor driver. The interactive game produced by using Unity game software is a key driver in getting rid of boredom and reduce pain. As a result, ROLEP designed can operate well within its range of the patient's weight. It has the advantage of portability and easy to use by the patients. ROLEP expected to help patients undergoing therapy process more efficient and interesting in the process of recovery.

How Games are Designed to Increase Students’ Motivation in Learning Physics? A Literature Review

NASA Astrophysics Data System (ADS)

Tinedi, V.; Yohandri, Y.; Djamas, D.

2018-04-01

Game is a promising tool to help students in understanding physics concept. It can motivate and provide the opportunities for students to become independent in learning. In order to fulfil these functions, games should be carefully designed. Thus, the objective of this paper is to present how games are designed to increase students’ motivation in learning physics based on several literature reviews. The results showed that there are several ways to increase students’ motivation in learning physics and to achieve that, game dimensions are needed to be considered when designing a game. This literature review may have useful to assist teachers and contribute in improving the design of games.

Designing and remotely testing mobile diabetes video games.

PubMed

DeShazo, Jonathan; Harris, Lynne; Turner, Anne; Pratt, Wanda

2010-01-01

We have investigated game design and usability for three mobile phone video games designed to deliver diabetes education. The games were refined using focus groups. Six people with diabetes participated in the first focus group and five in the second. Following the focus groups, we incorporated the new findings into the game design, and then conducted a field test to evaluate the games in the context in which they would actually be used. Data were collected remotely about game usage by eight people with diabetes. The testers averaged 45 seconds per question and answered an average of 50 total nutrition questions each. They self-reported playing the game for 10-30 min, which coincided with the measured metrics of the game. Mobile games may represent a promising new way to engage the user and deliver relevant educational content.

Research and implementation of role-playing teaching mode supported by gamification

NASA Astrophysics Data System (ADS)

Cui, Xu; Zhang, Zhenglei; Sun, Lei

2017-08-01

The paper designs a Role-playing Teaching Mode Supported by Gamification to stimulate the interest of learners. In the process of creating the teaching mode, the factors of incentive factors, teaching mode and course selection are the most important factors gained by investigate and research. Then under the guidance of the three factors, a leaning framework of role-playing teaching mode which is called Gamification Learning Framework (GM1.0) is determined. In the design of GM1.0, First, collect problem cases which students interested in and select three courses which are Algorithm Design, Data Structure and Program Design. Then, extract the knowledge points of the three courses and merge into the problem cases to form game maps. Last, Learners gain a role-playing actor to join games with the support of game maps and finish selected tasks reaching a higher task level by upgrade checkpoints, experience promotions and award medals changing. After that, learners’ enthusiasm for learning can be stimulated and the innovation abilities can also be improved gradually.

When Playing Meets Learning: Methodological Framework for Designing Educational Games

NASA Astrophysics Data System (ADS)

Linek, Stephanie B.; Schwarz, Daniel; Bopp, Matthias; Albert, Dietrich

Game-based learning builds upon the idea of using the motivational potential of video games in the educational context. Thus, the design of educational games has to address optimizing enjoyment as well as optimizing learning. Within the EC-project ELEKTRA a methodological framework for the conceptual design of educational games was developed. Thereby state-of-the-art psycho-pedagogical approaches were combined with insights of media-psychology as well as with best-practice game design. This science-based interdisciplinary approach was enriched by enclosed empirical research to answer open questions on educational game-design. Additionally, several evaluation-cycles were implemented to achieve further improvements. The psycho-pedagogical core of the methodology can be summarized by the ELEKTRA's 4Ms: Macroadaptivity, Microadaptivity, Metacognition, and Motivation. The conceptual framework is structured in eight phases which have several interconnections and feedback-cycles that enable a close interdisciplinary collaboration between game design, pedagogy, cognitive science and media psychology.

Quantum-mechanical machinery for rational decision-making in classical guessing game

NASA Astrophysics Data System (ADS)

Bang, Jeongho; Ryu, Junghee; Pawłowski, Marcin; Ham, Byoung S.; Lee, Jinhyoung

2016-02-01

In quantum game theory, one of the most intriguing and important questions is, “Is it possible to get quantum advantages without any modification of the classical game?” The answer to this question so far has largely been negative. So far, it has usually been thought that a change of the classical game setting appears to be unavoidable for getting the quantum advantages. However, we give an affirmative answer here, focusing on the decision-making process (we call ‘reasoning’) to generate the best strategy, which may occur internally, e.g., in the player’s brain. To show this, we consider a classical guessing game. We then define a one-player reasoning problem in the context of the decision-making theory, where the machinery processes are designed to simulate classical and quantum reasoning. In such settings, we present a scenario where a rational player is able to make better use of his/her weak preferences due to quantum reasoning, without any altering or resetting of the classically defined game. We also argue in further analysis that the quantum reasoning may make the player fail, and even make the situation worse, due to any inappropriate preferences.

Quantum-mechanical machinery for rational decision-making in classical guessing game

PubMed Central

Bang, Jeongho; Ryu, Junghee; Pawłowski, Marcin; Ham, Byoung S.; Lee, Jinhyoung

2016-01-01

In quantum game theory, one of the most intriguing and important questions is, “Is it possible to get quantum advantages without any modification of the classical game?” The answer to this question so far has largely been negative. So far, it has usually been thought that a change of the classical game setting appears to be unavoidable for getting the quantum advantages. However, we give an affirmative answer here, focusing on the decision-making process (we call ‘reasoning’) to generate the best strategy, which may occur internally, e.g., in the player’s brain. To show this, we consider a classical guessing game. We then define a one-player reasoning problem in the context of the decision-making theory, where the machinery processes are designed to simulate classical and quantum reasoning. In such settings, we present a scenario where a rational player is able to make better use of his/her weak preferences due to quantum reasoning, without any altering or resetting of the classically defined game. We also argue in further analysis that the quantum reasoning may make the player fail, and even make the situation worse, due to any inappropriate preferences. PMID:26875685

Quantum-mechanical machinery for rational decision-making in classical guessing game.

PubMed

Bang, Jeongho; Ryu, Junghee; Pawłowski, Marcin; Ham, Byoung S; Lee, Jinhyoung

2016-02-15

In quantum game theory, one of the most intriguing and important questions is, "Is it possible to get quantum advantages without any modification of the classical game?" The answer to this question so far has largely been negative. So far, it has usually been thought that a change of the classical game setting appears to be unavoidable for getting the quantum advantages. However, we give an affirmative answer here, focusing on the decision-making process (we call 'reasoning') to generate the best strategy, which may occur internally, e.g., in the player's brain. To show this, we consider a classical guessing game. We then define a one-player reasoning problem in the context of the decision-making theory, where the machinery processes are designed to simulate classical and quantum reasoning. In such settings, we present a scenario where a rational player is able to make better use of his/her weak preferences due to quantum reasoning, without any altering or resetting of the classically defined game. We also argue in further analysis that the quantum reasoning may make the player fail, and even make the situation worse, due to any inappropriate preferences.

Computer Programming Games and Gender Oriented Cultural Forms

NASA Astrophysics Data System (ADS)

AlSulaiman, Sarah Abdulmalik

I present the design and evaluation of two games designed to help elementary and middle school students learn computer programming concepts. The first game was designed to be "gender neutral", aligning with might be described as a consensus opinion on best practices for computational learning environments. The second game, based on the cultural form of dress up dolls was deliberately designed to appeal to females. I recruited 70 participants in an international two-phase study to investigate the relationship between games, gender, attitudes towards computer programming, and learning. My findings suggest that while the two games were equally effective in terms of learning outcomes, I saw differences in motivation between players of the two games. Specifically, participants who reported a preference for female- oriented games were more motivated to learn about computer programming when they played a game that they perceived as designed for females. In addition, I describe how the two games seemed to encourage different types of social activity between players in a classroom setting. Based on these results, I reflect on the strategy of exclusively designing games and activities as "gender neutral", and suggest that employing cultural forms, including gendered ones, may help create a more productive experience for learners.

Serious games for Geophysics

NASA Astrophysics Data System (ADS)

Lombardo, Valerio; Rubbia, Giuliana

2015-04-01

Childhood stage is indispensable in the education of human beings and especially critical to arise scientific interest in children. We discuss the participatory design of a didactic videogame, i.e. a "serious" game to teach geophysics and Earth sciences to high and low-school students. Geophysics is the application of the laws and techniques of physics to uncover knowledge about the earth's dynamic processes and subsurface structure. It explores phenomena such as earthquakes, volcanoes, tsunamis to improve our understanding of the earth's physical processes and our ability to predict reoccurrences. Effective mitigation of risks from catastrophic geologic hazards requires knowledge and understanding of local geology and geologic processes. Scientific outreach can be defined as discourse activity, whose main objective is to communicate some knowledge previously produced in scientific contexts to a non-expert massive audience. One of the difficulties science educators need to overcome is to explain specific concepts from a given discipline in a language simple and understandable for their audience. Digital games today play a large role in young people's lives. Games are directly connected to the life of today's adolescents. Therefore, digital games should be included and broached as a subject in the classroom. The ardor and enthusiasm that digital games evoke in teenagers has indeed brought many researchers, school leaders and teachers to the question "how video games" can be used to engage young people and support their learning inside the classroom. Additionally, studies have shown that digital games can enhance various skills such as the ability to concentrate, stamina, tactical aptness, anticipatory thinking, orientation in virtual spaces, and deductive reasoning. Thus, videogames become an effective didactic mechanism and should have a place in the classroom. The project aims to explore the potentials of entertainment technologies in educational processes; contribute to innovative pedagogies for scientific learning; create a scientific feedback-loop with students and teachers; implement a multi-level video game for scientific outreach.

Part I: Reverse-docking studies of a squaramide-catalyzed conjugate addition of a diketone to a nitro-olefin Part II: The development of ChemSort: an education game for organic chemistry

NASA Astrophysics Data System (ADS)

Granger, Jenna Christine

Part 1: Reverse-docking studies of a squaramide-catalyzed conjugate addition of a diketone to a nitro-olefin. Asymmetric organocatalysis, the catalysis of asymmetric reactions by small organic molecules, is a rapidly growing field within organic synthesis. The ability to rationally design organocatalysts is therefore of increasing interest to organic chemists. Computational chemistry is quickly proving to be an extremely successful method for understanding and predicting the roles of organocatalysts, and therefore is certain to be of use in the rational design of such catalysts. A methodology for reverse-docking flexible organocatalysts to rigid transition state models of asymmetric reactions has been previously developed by the Deslongchamps group. The investigation of Rawal's squaramide-based organocatalyst for the addition of a diketone to a nitro-olefin is described, and the results of the reverse docking of Rawal's catalyst to the geometry optimized transition state models of the uncatalyzed reaction for both the R and S-product enantiomers are presented. The results of this study indicate a preference for binding of the organocatalyst to the R-enantiomer transition state model with a predicted enantiomeric excess of 99%, which is consistent with the experimental results. A plausible geometric model of the transition state for the catalyzed reaction is also presented. The success of this study demonstrates the credibility of using reverse docking methods for the rational design of asymmetric organocatalysts. Part 2: The development of ChemSort: an educational game for organic chemistry. With the advent of the millennial learner, we need to rethink traditional classroom approaches to science learning in terms of goals, approaches, and assessments. Digital simulations and games hold much promise in support of this educational shift. Although the idea of using games for education is not a new one, well-designed computer-based "serious games" are only beginning to emerge as exceptional tools for helping learners understand concepts and processes. The use of computer games for learning college-level organic chemistry is still relatively unexplored and underrepresented within the realm of "serious gaming". In this section, ideas for games as a way for teaching and learning organic chemistry will be introduced and the development process of ChemSort, a web-based Flash game for learning college-level organic chemistry topics, will be outlined. ChemSort is a path-based game, in which the player, or in this case the learner, must match the chemical structures with their appropriate functional groups. At the end of this section a 4-level useable prototype of ChemSort will be unveiled.

Three Dialogs: A Framework for the Analysis and Assessment of Twenty-First-Century Literacy Practices, and Its Use in the Context of Game Design within "Gamestar Mechanic"

ERIC Educational Resources Information Center

Games, Ivan Alex

2008-01-01

This article discusses a framework for the analysis and assessment of twenty-first-century language and literacy practices in game and design-based contexts. It presents the framework in the context of game design within "Gamestar Mechanic", an innovative game-based learning environment where children learn the Discourse of game design. It…

The Role of Transfer in Designing Games and Simulations for Health: Systematic Review.

PubMed

Kuipers, Derek A; Terlouw, Gijs; Wartena, Bard O; van 't Veer, Job Tb; Prins, Jelle T; Pierie, Jean Pierre En

2017-11-24

The usefulness and importance of serious games and simulations in learning and behavior change for health and health-related issues are widely recognized. Studies have addressed games and simulations as interventions, mostly in comparison with their analog counterparts. Numerous complex design choices have to be made with serious games and simulations for health, including choices that directly contribute to the effects of the intervention. One of these decisions is the way an intervention is expected to lead to desirable transfer effects. Most designs adopt a first-class transfer rationale, whereas the second class of transfer types seems a rarity in serious games and simulations for health. This study sought to review the literature specifically on the second class of transfer types in the design of serious games and simulations. Focusing on game-like interventions for health and health care, this study aimed to (1) determine whether the second class of transfer is recognized as a road for transfer in game-like interventions, (2) review the application of the second class of transfer type in designing game-like interventions, and (3) assess studies that include second-class transfer types reporting transfer outcomes. A total of 6 Web-based databases were systematically searched by titles, abstracts, and keywords using the search strategy (video games OR game OR games OR gaming OR computer simulation*) AND (software design OR design) AND (fidelity OR fidelities OR transfer* OR behaviour OR behavior). The databases searched were identified as relevant to health, education, and social science. A total of 15 relevant studies were included, covering a range of game-like interventions, all more or less mentioning design parameters aimed at transfer. We found 9 studies where first-class transfer was part of the design of the intervention. In total, 8 studies dealt with transfer concepts and fidelity types in game-like intervention design in general; 3 studies dealt with the concept of second-class transfer types and reported effects, and 2 of those recognized transfer as a design parameter. In studies on game-like interventions for health and health care, transfer is regarded as a desirable effect but not as a basic principle for design. None of the studies determined the second class of transfer or instances thereof, although in 3 cases a nonliteral transfer type was present. We also found that studies on game-like interventions for health do not elucidate design choices made and rarely provide design principles for future work. Games and simulations for health abundantly build upon the principles of first-class transfer, but the adoption of second-class transfer types proves scarce. It is likely to be worthwhile to explore the possibilities of second-class transfer types, as they may considerably influence educational objectives in terms of future serious game design for health. ©Derek A Kuipers, Gijs Terlouw, Bard O Wartena, Job TB van 't Veer, Jelle T Prins, Jean Pierre EN Pierie. Originally published in JMIR Serious Games (http://games.jmir.org), 24.11.2017.

Learning from number board games: you learn what you encode.

PubMed

Laski, Elida V; Siegler, Robert S

2014-03-01

We tested the hypothesis that encoding the numerical-spatial relations in a number board game is a key process in promoting learning from playing such games. Experiment 1 used a microgenetic design to examine the effects on learning of the type of counting procedure that children use. As predicted, having kindergartners count-on from their current number on the board while playing a 0-100 number board game facilitated their encoding of the numerical-spatial relations on the game board and improved their number line estimates, numeral identification, and count-on skill. Playing the same game using the standard count-from-1 procedure led to considerably less learning. Experiment 2 demonstrated that comparable improvement in number line estimation does not occur with practice encoding the numerals 1-100 outside of the context of a number board game. The general importance of aligning learning activities and physical materials with desired mental representations is discussed. PsycINFO Database Record (c) 2014 APA, all rights reserved.

The Role of Transfer in Designing Games and Simulations for Health: Systematic Review

PubMed Central

Terlouw, Gijs; Wartena, Bard O; van 't Veer, Job TB; Prins, Jelle T; Pierie, Jean Pierre EN

2017-01-01

Background The usefulness and importance of serious games and simulations in learning and behavior change for health and health-related issues are widely recognized. Studies have addressed games and simulations as interventions, mostly in comparison with their analog counterparts. Numerous complex design choices have to be made with serious games and simulations for health, including choices that directly contribute to the effects of the intervention. One of these decisions is the way an intervention is expected to lead to desirable transfer effects. Most designs adopt a first-class transfer rationale, whereas the second class of transfer types seems a rarity in serious games and simulations for health. Objective This study sought to review the literature specifically on the second class of transfer types in the design of serious games and simulations. Focusing on game-like interventions for health and health care, this study aimed to (1) determine whether the second class of transfer is recognized as a road for transfer in game-like interventions, (2) review the application of the second class of transfer type in designing game-like interventions, and (3) assess studies that include second-class transfer types reporting transfer outcomes. Methods A total of 6 Web-based databases were systematically searched by titles, abstracts, and keywords using the search strategy (video games OR game OR games OR gaming OR computer simulation*) AND (software design OR design) AND (fidelity OR fidelities OR transfer* OR behaviour OR behavior). The databases searched were identified as relevant to health, education, and social science. Results A total of 15 relevant studies were included, covering a range of game-like interventions, all more or less mentioning design parameters aimed at transfer. We found 9 studies where first-class transfer was part of the design of the intervention. In total, 8 studies dealt with transfer concepts and fidelity types in game-like intervention design in general; 3 studies dealt with the concept of second-class transfer types and reported effects, and 2 of those recognized transfer as a design parameter. Conclusions In studies on game-like interventions for health and health care, transfer is regarded as a desirable effect but not as a basic principle for design. None of the studies determined the second class of transfer or instances thereof, although in 3 cases a nonliteral transfer type was present. We also found that studies on game-like interventions for health do not elucidate design choices made and rarely provide design principles for future work. Games and simulations for health abundantly build upon the principles of first-class transfer, but the adoption of second-class transfer types proves scarce. It is likely to be worthwhile to explore the possibilities of second-class transfer types, as they may considerably influence educational objectives in terms of future serious game design for health. PMID:29175812

Conceptual model for the design of a serious video game promoting self-management among youth with type 1 diabetes

USDA-ARS?s Scientific Manuscript database

Video games are a popular form of entertainment. Serious video games for health attempt to use entertainment to promote health behavior change. When designed within a framework informed by behavioral science and supported by commercial game-design principles, serious video games for health have the ...

Murder on Grimm Isle: The Impact of Game Narrative Design in an Educational Game-Based Learning Environment

ERIC Educational Resources Information Center

Dickey, Michele D.

2011-01-01

The purpose of this research is to investigate the impact of narrative design in a game-based learning environment. Specifically, this investigation focuses the narrative design in an adventure-styled, game-based learning environment for fostering argumentation writing by looking at how the game narrative impacted player/learner (1) intrinsic…

Aligning Instruction and Assessment with Game and Simulation Design. CRESST Report 780

ERIC Educational Resources Information Center

Wainess, Richard; Koenig, Alan; Kerr, Deirdre

2011-01-01

Effective design of training-related games (games for training and/or assessment) requires synergy between the mechanisms for delivering instructional content and the mechanisms for learning game play and game functionality (Becker, 2006). The learning domain must be embedded as a core game mechanic: that is, the game cannot be advanced or won…

Effective affective user interface design in games.

PubMed

Johnson, Daniel; Wiles, Janet

It is proposed that games, which are designed to generate positive affect, are most successful when they facilitate flow (Csikszentmihalyi 1992). Flow is a state of concentration, deep enjoyment, and total absorption in an activity. The study of games, and a resulting understanding of flow in games can inform the design of non-leisure software for positive affect. The paper considers the ways in which computer games contravene Nielsen's guidelines for heuristic evaluation (Nielsen and Molich 1990) and how these contraventions impact on flow. The paper also explores the implications for research that stem from the differences between games played on a personal computer and games played on a dedicated console. This research takes important initial steps towards defining how flow in computer games can inform affective design.

Is Participatory Design Associated with the Effectiveness of Serious Digital Games for Healthy Lifestyle Promotion? A Meta-Analysis.

PubMed

DeSmet, Ann; Thompson, Debbe; Baranowski, Tom; Palmeira, Antonio; Verloigne, Maïté; De Bourdeaudhuij, Ilse

2016-04-29

Serious digital games can be effective at changing healthy lifestyles, but large differences in their effectiveness exist. The extent of user involvement in game design may contribute to game effectiveness by creating a better fit with user preferences. Participatory design (PD), which represents active user involvement as informant (ie, users are asked for input and feedback) or codesigner (ie, users as equal partners in the design) early on and throughout the game development, may be associated with higher game effectiveness, as opposed to no user involvement or limited user involvement. This paper reports the results of a meta-analysis examining the moderating role of PD in the effectiveness of serious digital games for healthy lifestyle promotion. Four databases were searched for peer-reviewed papers in English that were published or in press before October 2014, using a (group-) randomized controlled trial design. Effectiveness data were derived from another meta-analysis assessing the role of behavior change techniques and game features in serious game effectiveness. A total of 58 games evaluated in 61 studies were included. As previously reported, serious digital games had positive effects on healthy lifestyles and their determinants. Unexpectedly, PD (g=0.075, 95% CI 0.017 to 0.133) throughout game development was related to lower game effectiveness on behavior (Q=6.74, P<.05) than when users were only involved as testers (g=0.520, 95% CI 0.150 to 0.890, P<.01). Games developed with PD (g=0.171, 95% CI 0.061 to 0.281, P<.01) were also related to lower game effectiveness on self-efficacy (Q=7.83, P<.05) than when users were not involved in game design (g=0.384, 95% CI 0.283 to 0.485, P<.001). Some differences were noted depending on age group, publication year of the study, and on the specific role in PD (ie, informant or codesigner), and depending on the game design element. Games developed with PD were more effective in changing behavioral determinants when they included users in design elements on game dynamics (beta=.215, 95% CI .075 to .356, P<.01) and, more specifically, as an informant (beta=.235, 95% CI .079 to .329, P<.01). Involving users as informants in PD to create game levels was also related to higher game effectiveness (Q=7.02, P<.01). Codesign was related to higher effectiveness when used to create the game challenge (Q=11.23, P<.01), but to lower game effectiveness when used to create characters (Q=4.36, P<.05) and the game world (Q=3.99, P<.05). The findings do not support higher effectiveness of games developed with PD. However, significant differences existed among PD games. More support was found for informant roles than for codesign roles. When PD was applied to game dynamics, levels, and game challenge, this was associated with higher effectiveness than when it was applied to game aesthetics. Since user involvement may have an important influence on reach, adoption, and implementation of the intervention, further research and design efforts are needed to enhance effectiveness of serious games developed with PD.

Video Games: A Human Factors Guide to Visual Display Design and Instructional System Design

DTIC Science & Technology

1984-04-01

Electronic video games have many of the same technological and psychological characteristics that are found in military computer-based systems. For...both of which employ video games as experimental stimuli, are presented here. The first research program seeks to identify and exploit the...characteristics of video games in the design of game-based training devices. The second program is designed to explore the effects of electronic video display

Designing an Orthotic Insole by Using Kinect® XBOX Gaming Sensor Scanner and Computer Aided Engineering Software

NASA Astrophysics Data System (ADS)

Hafiz Burhan, Mohd; Nor, Nik Hisyamudin Muhd; Yarwindran, Mogan; Ibrahim, Mustaffa; Fahrul Hassan, Mohd; Azwir Azlan, Mohd; Turan, Faiz Mohd; Johan, Kartina

2017-08-01

Healthcare and medical is one of the most expensive field in the modern world. In order to fulfil medical requirement, this study aimed to design an orthotic insole by using Kinect Xbox Gaming Sensor Scanner and CAE softwares. The accuracy of the Kinect® XBOX 360 gaming sensor is capable of producing 3D reconstructed geometry with the maximum and minimum error of 3.78% (2.78mm) and 1.74% (0.46mm) respectively. The orthotic insole design process had been done by using Autodesk Meshmixer 2.6 and Solidworks 2014 software. Functionality of the orthotic insole designed was capable of reducing foot pressure especially in the metatarsal area. Overall, the proposed method was proved to be highly potential in the design of the insole where it promises low cost, less time consuming, and efficiency in regards that the Kinect® XBOX 360 device promised low price compared to other digital 3D scanner since the software needed to run the device can be downloaded for free.

Assessment of Evaluation Frameworks for Design of a Sexual Risk Prevention Game for Black Adolescent Girls.

PubMed

Sockolow, Paulina; Joppa, Meredith; Zhu, Jichen

2018-01-01

Adolescent sexual risk behavior (SRB), a major public health problem affects urban Black adolescent girls increasing their health disparities and risks for sexually transmitted infections. Collaborating with these adolescents, we designed a game for smartphones that incorporates elements of trauma-informed care and social cognitive theory to reduce SRB. Game researchers promote use of a comprehensive, multipurpose framework for development and evaluation of games for health applications. Our first game development step was framework selection and measurable health outcomes identification. Literature search identified two health game frameworks, both incorporating pedagogical theory, learning theory, and gaming requirements. Arnab used the IM + LM-GM framework to develop and implement a game in a school intervention program. Yusoff's framework was developed for use during game design. We investigated concordance and discordance between our SRB game design characteristics and each framework's components. Findings indicated Arnab's framework was sufficiently comprehensive to guide development of our game and outcome measure selection.

Using Formal Game Design Methods to Embed Learning Outcomes into Game Mechanics and Avoid Emergent Behaviour

ERIC Educational Resources Information Center

Grey, Simon; Grey, David; Gordon, Neil; Purdy, Jon

2017-01-01

This paper offers an approach to designing game-based learning experiences inspired by the Mechanics-Dynamics-Aesthetics (MDA) model (Hunicke et al., 2004) and the elemental tetrad model (Schell, 2008) for game design. A case for game based learning as an active and social learning experience is presented including arguments from both teachers and…

Gameplay Engagement and Learning in Game-Based Learning: A Systematic Review

ERIC Educational Resources Information Center

Abdul Jabbar, Azita Iliya; Felicia, Patrick

2015-01-01

In this review, we investigated game design features that promote engagement and learning in game-based learning (GBL) settings. The aim was to address the lack of empirical evidence on the impact of game design on learning outcomes, identify how the design of game-based activities may affect learning and engagement, and develop a set of general…

Retraining function in people with Parkinson's disease using the Microsoft kinect: game design and pilot testing.

PubMed

Galna, Brook; Jackson, Dan; Schofield, Guy; McNaney, Roisin; Webster, Mary; Barry, Gillian; Mhiripiri, Dadirayi; Balaam, Madeline; Olivier, Patrick; Rochester, Lynn

2014-04-14

Computer based gaming systems, such as the Microsoft Kinect (Kinect), can facilitate complex task practice, enhance sensory feedback and action observation in novel, relevant and motivating modes of exercise which can be difficult to achieve with standard physiotherapy for people with Parkinson's disease (PD). However, there is a current need for safe, feasible and effective exercise games that are appropriate for PD rehabilitation. The aims of this study were to i) develop a computer game to rehabilitate dynamic postural control for people with PD using the Kinect; and ii) pilot test the game's safety and feasibility in a group of people with PD. A rehabilitation game aimed at training dynamic postural control was developed through an iterative process with input from a design workshop of people with PD. The game trains dynamic postural control through multi-directional reaching and stepping tasks, with increasing complexity across 12 levels of difficulty. Nine people with PD pilot tested the game for one session. Participant feedback to identify issues relating to safety and feasibility were collected using semi-structured interviews. Participants reported that they felt safe whilst playing the game. In addition, there were no adverse events whilst playing. In general, the participants stated that they enjoyed the game and seven of the nine participants said they could imagine themselves using the game at home, especially if they felt it would improve their balance. The Flow State Scale indicated participants were immersed in the gameplay and enjoyed the experience. However, some participants reported that they found it difficult to discriminate between different types and orientations of visual objects in the game and some also had difficulty with the stepping tasks, especially when performed at the same time as the reaching tasks. Computer-based rehabilitation games using the Kinect are safe and feasible for people with PD although intervention trials are needed to test their safety, feasibility and efficacy in the home.

Teaching intelligent design or sparking interest in science? What players do with Will Wright's Spore

NASA Astrophysics Data System (ADS)

Owens, Trevor

2012-12-01

The 2008 commercial video game Spore allowed more than a million players to design their own life forms. Starting from single-celled organisms players played through a caricature of natural history. Press coverage of the game's release offer two frames for thinking about the implications of the game. Some scientists and educators saw the game as a troubling teacher of intelligent design, while others suggested it might excite public interest in science. This paper explores the extent to which these two ways of thinking about the game are consistent with what players have done with the game in its online community. This analysis suggests that, at least for the players participating in this community, the game has not seduced them into believing in intelligent design. Instead the activities of these players suggest that the game has played a catalytic role in engaging the public with science. These findings indicate that designers of educational games may wish to consider more deeply tensions between prioritizing accuracy of content in educational games over player engagement.

Computer Game Theories for Designing Motivating Educational Software: A Survey Study

ERIC Educational Resources Information Center

Ang, Chee Siang; Rao, G. S. V. Radha Krishna

2008-01-01

The purpose of this study is to evaluate computer game theories for educational software. We propose a framework for designing engaging educational games based on contemporary game studies which includes ludology and narratology. Ludology focuses on the study of computer games as play and game activities, while narratology revolves around the…

Diabetic Mario: Designing and Evaluating Mobile Games for Diabetes Education.

PubMed

Baghaei, Nilufar; Nandigam, David; Casey, John; Direito, Artur; Maddison, Ralph

2016-08-01

Traditionally, diabetes education has relied on written materials, with limited resources available for children with diabetes. Mobile games can be effective and motivating tools for the promotion of children's health. In our earlier work, we proposed a novel approach for designing computer games aimed at educating children with diabetes. In this article, we apply our game design to a mobile Android game (Mario Brothers). We also introduce four heuristics that are specifically designed for evaluating the mobile game, by adapting traditional usability heuristics. Results of a pilot study (n = 12) to evaluate gameplay over 1-week showed that the children found the game engaging and improved their knowledge of healthy diet and lifestyle.

Middle school children's game playing preferences: Case studies of children's experiences playing and critiquing science-related educational games

NASA Astrophysics Data System (ADS)

Joseph, Dolly Rebecca Doran

The playing of computer games is one of the most popular non-school activities of children, particularly boys, and is often the entry point to greater facility with and use of other computer applications. Children are learning skills as they play, but what they learn often does not generalize beyond application to that and other similar games. Nevertheless, games have the potential to develop in students the knowledge and skills described by national and state educational standards. This study focuses upon middle-school aged children, and how they react to and respond to computer games designed for entertainment and educational purposes, within the context of science learning. Through qualitative, case study methodology, the game play, evaluation, and modification experiences of four diverse middle-school-aged students in summer camps are analyzed. The inquiry focused on determining the attributes of computer games that appeal to middle school students, the aspects of science that appeal to middle school children, and ultimately, how science games might be designed to appeal to middle school children. Qualitative data analysis led to the development of a method for describing players' activity modes during game play, rather than the conventional methods that describe game characteristics. These activity modes are used to describe the game design preferences of the participants. Recommendations are also made in the areas of functional, aesthetic, and character design and for the design of educational games. Middle school students may find the topical areas of forensics, medicine, and the environment to be of most interest; designing games in and across these topic areas has the potential for encouraging voluntary science-related play. Finally, when including children in game evaluation and game design activities, results suggest the value of providing multiple types of activities in order to encourage the full participation of all children.

Development and Evaluation of Sterographic Display for Lung Cancer Screening

DTIC Science & Technology

2008-12-01

burden. Application of GPUs – With the evolution of commodity graphics processing units (GPUs) for accelerating games on personal computers, over the...units, which are designed for rendering computer games , are readily available and can be programmed to perform the kinds of real-time calculations...575-581, 1994. 12. Anderson CM, Saloner D, Tsuruda JS, Shapeero LG, Lee RE. "Artifacts in maximun-intensity-projection display of MR angiograms

Impact of Game-Inspired Infographics on User Engagement and Information Processing in an eHealth Program

PubMed Central

Qian, Xiaokun; Deal, Allison M; Ribisl, Kurt M; Linnan, Laura A; Tate, Deborah F

2016-01-01

Background Online interventions providing individual health behavior assessment should deliver feedback in a way that is both understandable and engaging. This study focused on the potential for infographics inspired by the aesthetics of game design to contribute to these goals. Objective We conducted formative research to test game-inspired infographics against more traditional displays (eg, text-only, column chart) for conveying a behavioral goal and an individual’s behavior relative to the goal. We explored the extent to which the display type would influence levels of engagement and information processing. Methods Between-participants experiments compared game-inspired infographics with traditional formats in terms of outcomes related to information processing (eg, comprehension, cognitive load) and engagement (eg, attitudes toward the information, emotional tone). We randomly assigned participants (N=1162) to an experiment in 1 of 6 modules (tobacco use, alcohol use, vegetable consumption, fruit consumption, physical activity, and weight management). Results In the tobacco module, a game-inspired format (scorecard) was compared with text-only; there were no differences in attitudes and emotional tone, but the scorecard outperformed text-only on comprehension (P=.004) and decreased cognitive load (P=.006). For the other behaviors, we tested 2 game-inspired formats (scorecard, progress bar) and a traditional column chart; there were no differences in comprehension, but the progress bar outperformed the other formats on attitudes and emotional tone (P<.001 for all contrasts). Conclusions Across modules, a game-inspired infographic showed potential to outperform a traditional format for some study outcomes while not underperforming on other outcomes. Overall, findings support the use of game-inspired infographics in behavioral assessment feedback to enhance comprehension and engagement, which may lead to greater behavior change. PMID:27658469

Impact of Game-Inspired Infographics on User Engagement and Information Processing in an eHealth Program.

PubMed

Comello, Maria Leonora G; Qian, Xiaokun; Deal, Allison M; Ribisl, Kurt M; Linnan, Laura A; Tate, Deborah F

2016-09-22

Online interventions providing individual health behavior assessment should deliver feedback in a way that is both understandable and engaging. This study focused on the potential for infographics inspired by the aesthetics of game design to contribute to these goals. We conducted formative research to test game-inspired infographics against more traditional displays (eg, text-only, column chart) for conveying a behavioral goal and an individual's behavior relative to the goal. We explored the extent to which the display type would influence levels of engagement and information processing. Between-participants experiments compared game-inspired infographics with traditional formats in terms of outcomes related to information processing (eg, comprehension, cognitive load) and engagement (eg, attitudes toward the information, emotional tone). We randomly assigned participants (N=1162) to an experiment in 1 of 6 modules (tobacco use, alcohol use, vegetable consumption, fruit consumption, physical activity, and weight management). In the tobacco module, a game-inspired format (scorecard) was compared with text-only; there were no differences in attitudes and emotional tone, but the scorecard outperformed text-only on comprehension (P=.004) and decreased cognitive load (P=.006). For the other behaviors, we tested 2 game-inspired formats (scorecard, progress bar) and a traditional column chart; there were no differences in comprehension, but the progress bar outperformed the other formats on attitudes and emotional tone (P<.001 for all contrasts). Across modules, a game-inspired infographic showed potential to outperform a traditional format for some study outcomes while not underperforming on other outcomes. Overall, findings support the use of game-inspired infographics in behavioral assessment feedback to enhance comprehension and engagement, which may lead to greater behavior change.

Motivational Elements of Digital Instructional Games: A Study of Young L2 Learners' Game Designs

ERIC Educational Resources Information Center

Butler, Yuko Goto

2017-01-01

This article focuses on the design of digital instructional game (DIG) tasks for young second language (L2) learners. The aim of the study is to identify motivational task elements based on what children respond to positively in games and incorporate into their own L2 vocabulary learning game designs. Eighty-two sixth-grade students (ages 11-12…

Is Participatory Design Associated with the Effectiveness of Serious Digital Games for Healthy Lifestyle Promotion? A Meta-Analysis

PubMed Central

Thompson, Debbe; Baranowski, Tom; Palmeira, Antonio; Verloigne, Maïté

2016-01-01

Background Serious digital games can be effective at changing healthy lifestyles, but large differences in their effectiveness exist. The extent of user involvement in game design may contribute to game effectiveness by creating a better fit with user preferences. Participatory design (PD), which represents active user involvement as informant (ie, users are asked for input and feedback) or codesigner (ie, users as equal partners in the design) early on and throughout the game development, may be associated with higher game effectiveness, as opposed to no user involvement or limited user involvement. Objective This paper reports the results of a meta-analysis examining the moderating role of PD in the effectiveness of serious digital games for healthy lifestyle promotion. Methods Four databases were searched for peer-reviewed papers in English that were published or in press before October 2014, using a (group-) randomized controlled trial design. Effectiveness data were derived from another meta-analysis assessing the role of behavior change techniques and game features in serious game effectiveness. Results A total of 58 games evaluated in 61 studies were included. As previously reported, serious digital games had positive effects on healthy lifestyles and their determinants. Unexpectedly, PD (g=0.075, 95% CI 0.017 to 0.133) throughout game development was related to lower game effectiveness on behavior (Q=6.74, P<.05) than when users were only involved as testers (g=0.520, 95% CI 0.150 to 0.890, P<.01). Games developed with PD (g=0.171, 95% CI 0.061 to 0.281, P<.01) were also related to lower game effectiveness on self-efficacy (Q=7.83, P<.05) than when users were not involved in game design (g=0.384, 95% CI 0.283 to 0.485, P<.001). Some differences were noted depending on age group, publication year of the study, and on the specific role in PD (ie, informant or codesigner), and depending on the game design element. Games developed with PD were more effective in changing behavioral determinants when they included users in design elements on game dynamics (beta=.215, 95% CI .075 to .356, P<.01) and, more specifically, as an informant (beta=.235, 95% CI .079 to .329, P<.01). Involving users as informants in PD to create game levels was also related to higher game effectiveness (Q=7.02, P<.01). Codesign was related to higher effectiveness when used to create the game challenge (Q=11.23, P<.01), but to lower game effectiveness when used to create characters (Q=4.36, P<.05) and the game world (Q=3.99, P<.05). Conclusions The findings do not support higher effectiveness of games developed with PD. However, significant differences existed among PD games. More support was found for informant roles than for codesign roles. When PD was applied to game dynamics, levels, and game challenge, this was associated with higher effectiveness than when it was applied to game aesthetics. Since user involvement may have an important influence on reach, adoption, and implementation of the intervention, further research and design efforts are needed to enhance effectiveness of serious games developed with PD. PMID:27129447

Leveraging insights from mainstream gameplay to inform STEM game design: great idea, but what comes next?

NASA Astrophysics Data System (ADS)

Biles, Melissa

2012-12-01

This response to Leah A. Bricker and Phillip Bell's paper, GodMode is his video game name, examines their assertion that the social nexus of gaming practices is an important factor to consider for those looking to design STEM video games. I propose that we need to go beyond the investigation into which aspects of games play a role in learning, and move on to thinking about how these insights can actually inform game design practice.

Game Theory and Risk-Based Levee System Design

NASA Astrophysics Data System (ADS)

Hui, R.; Lund, J. R.; Madani, K.

2014-12-01

Risk-based analysis has been developed for optimal levee design for economic efficiency. Along many rivers, two levees on opposite riverbanks act as a simple levee system. Being rational and self-interested, land owners on each river bank would tend to independently optimize their levees with risk-based analysis, resulting in a Pareto-inefficient levee system design from the social planner's perspective. Game theory is applied in this study to analyze decision making process in a simple levee system in which the land owners on each river bank develop their design strategies using risk-based economic optimization. For each land owner, the annual expected total cost includes expected annual damage cost and annualized construction cost. The non-cooperative Nash equilibrium is identified and compared to the social planner's optimal distribution of flood risk and damage cost throughout the system which results in the minimum total flood cost for the system. The social planner's optimal solution is not feasible without appropriate level of compensation for the transferred flood risk to guarantee and improve conditions for all parties. Therefore, cooperative game theory is then employed to develop an economically optimal design that can be implemented in practice. By examining the game in the reversible and irreversible decision making modes, the cost of decision making myopia is calculated to underline the significance of considering the externalities and evolution path of dynamic water resource problems for optimal decision making.

Game Design & Development: Using Computer Games as Creative and Challenging Assignments

ERIC Educational Resources Information Center

Seals, Cheryl; Hundley, Jacqueline; Montgomery, Lacey Strange

2008-01-01

This paper describes a game design and development course. The rationale for forming this class was to use student excitement with video games as an intrinsic motivation over traditional courses. Today's students have grown up exposed to gaming, interactive environments, and vivid 3D. Computer gaming has the capacity to attract many new students…

"InFection Four": Development of a Youth-Informed Sexual Health Card Game

ERIC Educational Resources Information Center

Gilliam, Melissa; Jagoda, Patrick; Heathcock, Stephen; Sutherland, Ainsley

2014-01-01

Games may be useful tools for learning and communicating about sexual and reproductive health. This article discusses the collaborative design and subsequent evaluation of a narrative-based card game. This game was created in a workshop based on positive youth development, which allowed youth to be involved as game designers and game players.…

Design Research Using Game Design as an Instructional Strategy

ERIC Educational Resources Information Center

Siko, Jason; Barbour, Michael

2014-01-01

Using Homemade PowerPoint games as an instructional strategy incorporates elements of game design and constructionism in the classroom using "Microsoft PowerPoint," which is ubiquitous in schools today. However, previous research examining the use of these games has failed to show statistical differences in performance. In the second…

Yokoi's Theory of Lateral Innovation: Applications for Learning Game Design

ERIC Educational Resources Information Center

Warren, Scott J.; Jones, Greg

2008-01-01

There are several major challenges for instructional designers seeking to design learning games. These include the lack of access, the cost of rapidly advancing/expensive technology tools that make developing games uneconomical, the institutional time constraints limiting game use, and the concerns that schools lack sufficiently robust computer…

Game Design Narrative for Learning: Appropriating Adventure Game Design Narrative Devices and Techniques for the Design of Interactive Learning Environments

ERIC Educational Resources Information Center

Dickey, Michele D.

2006-01-01

The purpose of this conceptual analysis is to investigate how contemporary video and computer games might inform instructional design by looking at how narrative devices and techniques support problem solving within complex, multimodal environments. Specifically, this analysis presents a brief overview of game genres and the role of narrative in…

The Effects of Aerobic Exercise and Gaming on Cognitive Performance.

PubMed

Douris, Peter C; Handrakis, John P; Apergis, Demitra; Mangus, Robert B; Patel, Rima; Limtao, Jessica; Platonova, Svetlana; Gregorio, Aladino; Luty, Elliot

2018-03-01

The purpose of our study was to investigate the effects of video gaming, aerobic exercise (biking), and the combination of these two activities on the domains of cognitive performance: selective attention, processing speed, and executive functioning. The study was a randomized clinical trial with 40 subjects (mean age 23.7 ± 1.8 years) randomized to one of four thirty-minute conditions: video gaming, biking, simultaneous gaming and biking, and a control condition. Cognitive performance was measured pre and post condition using the Stroop test and Trails B test. A mixed design was utilized. While video gaming, biking, simultaneous gaming and biking conditions improved selective attention and processing speed (p < 0.05), only the bike condition improved the highest order of cognitive performance, executive function (p < 0.01). There were no changes in cognitive performance for the control condition. Previous studies have shown that if tasks approach the limits of attentional capacity there is an increase in the overall chance for errors, known as the dual-task deficit. Simultaneous biking and gaming may have surpassed attentional capacity limits, ultimately increasing errors during the executive function tests of our cognitive performance battery. The results suggest that the fatiguing effects of a combined physically and mentally challenging task that extends after the exercise cessation may overcome the eventual beneficial cognitive effects derived from the physical exercise.

Design process and preliminary psychometric study of a video game to detect cognitive impairment in senior adults.

PubMed

Valladares-Rodriguez, Sonia; Perez-Rodriguez, Roberto; Facal, David; Fernandez-Iglesias, Manuel J; Anido-Rifon, Luis; Mouriño-Garcia, Marcos

2017-01-01

Assessment of episodic memory has been traditionally used to evaluate potential cognitive impairments in senior adults. Typically, episodic memory evaluation is based on personal interviews and pen-and-paper tests. This article presents the design, development and a preliminary validation of a novel digital game to assess episodic memory intended to overcome the limitations of traditional methods, such as the cost of its administration, its intrusive character, the lack of early detection capabilities, the lack of ecological validity, the learning effect and the existence of confounding factors. Our proposal is based on the gamification of the California Verbal Learning Test (CVLT) and it has been designed to comply with the psychometric characteristics of reliability and validity. Two qualitative focus groups and a first pilot experiment were carried out to validate the proposal. A more ecological, non-intrusive and better administrable tool to perform cognitive assessment was developed. Initial evidence from the focus groups and pilot experiment confirmed the developed game's usability and offered promising results insofar its psychometric validity is concerned. Moreover, the potential of this game for the cognitive classification of senior adults was confirmed, and administration time is dramatically reduced with respect to pen-and-paper tests. Additional research is needed to improve the resolution of the game for the identification of specific cognitive impairments, as well as to achieve a complete validation of the psychometric properties of the digital game. Initial evidence show that serious games can be used as an instrument to assess the cognitive status of senior adults, and even to predict the onset of mild cognitive impairments or Alzheimer's disease.

Engaging teenagers productively in service design.

PubMed

Bowen, Simon; Sustar, Helena; Wolstenholme, Daniel; Dearden, Andy

2013-09-01

Engaging young people in participatory design can be challenging, particularly in health-related projects. In a study co-designing diabetes support and information services with teenagers, we found framing activities using popular culture was a useful strategy. Various cultural references helped us stage activities that were productive for the design process, and were engaging for our young participants (e.g. exploring practical implications through discussions in a 'Dragons' Den'). Some activities were more effective than others and the idea of language-games , which has been widely explored in participatory design, explains why our strategy was successful when there was a clear 'family resemblance' between the popular cultural references and certain essential stages of designing. However, attention is required in selecting appropriate cultural references if this strategy is adopted elsewhere, and design facilitators should focus first on devising accessible language-games, rather than expecting popular cultural references to provide complete solutions to the challenge of staging participatory design.

Video Games for Diabetes Self-Management: Examples and Design Strategies

PubMed Central

Lieberman, Debra A.

2012-01-01

The July 2012 issue of the Journal of Diabetes Science and Technology includes a special symposium called “Serious Games for Diabetes, Obesity, and Healthy Lifestyle.” As part of the symposium, this article focuses on health behavior change video games that are designed to improve and support players’ diabetes self-management. Other symposium articles include one that recommends theory-based approaches to the design of health games and identifies areas in which additional research is needed, followed by five research articles presenting studies of the design and effectiveness of games and game technologies that require physical activity in order to play. This article briefly describes 14 diabetes self-management video games, and, when available, cites research findings on their effectiveness. The games were found by searching the Health Games Research online searchable database, three bibliographic databases (ACM Digital Library, PubMed, and Social Sciences Databases of CSA Illumina), and the Google search engine, using the search terms “diabetes” and “game.” Games were selected if they addressed diabetes self-management skills. PMID:22920805

Video games for diabetes self-management: examples and design strategies.

PubMed

Lieberman, Debra A

2012-07-01

The July 2012 issue of the Journal of Diabetes Science and Technology includes a special symposium called "Serious Games for Diabetes, Obesity, and Healthy Lifestyle." As part of the symposium, this article focuses on health behavior change video games that are designed to improve and support players' diabetes self-management. Other symposium articles include one that recommends theory-based approaches to the design of health games and identifies areas in which additional research is needed, followed by five research articles presenting studies of the design and effectiveness of games and game technologies that require physical activity in order to play. This article briefly describes 14 diabetes self-management video games, and, when available, cites research findings on their effectiveness. The games were found by searching the Health Games Research online searchable database, three bibliographic databases (ACM Digital Library, PubMed, and Social Sciences Databases of CSA Illumina), and the Google search engine, using the search terms "diabetes" and "game." Games were selected if they addressed diabetes self-management skills. © 2012 Diabetes Technology Society.

Retraining function in people with Parkinson’s disease using the Microsoft kinect: game design and pilot testing

PubMed Central

2014-01-01

Background Computer based gaming systems, such as the Microsoft Kinect (Kinect), can facilitate complex task practice, enhance sensory feedback and action observation in novel, relevant and motivating modes of exercise which can be difficult to achieve with standard physiotherapy for people with Parkinson’s disease (PD). However, there is a current need for safe, feasible and effective exercise games that are appropriate for PD rehabilitation. The aims of this study were to i) develop a computer game to rehabilitate dynamic postural control for people with PD using the Kinect; and ii) pilot test the game’s safety and feasibility in a group of people with PD. Methods A rehabilitation game aimed at training dynamic postural control was developed through an iterative process with input from a design workshop of people with PD. The game trains dynamic postural control through multi-directional reaching and stepping tasks, with increasing complexity across 12 levels of difficulty. Nine people with PD pilot tested the game for one session. Participant feedback to identify issues relating to safety and feasibility were collected using semi-structured interviews. Results Participants reported that they felt safe whilst playing the game. In addition, there were no adverse events whilst playing. In general, the participants stated that they enjoyed the game and seven of the nine participants said they could imagine themselves using the game at home, especially if they felt it would improve their balance. The Flow State Scale indicated participants were immersed in the gameplay and enjoyed the experience. However, some participants reported that they found it difficult to discriminate between different types and orientations of visual objects in the game and some also had difficulty with the stepping tasks, especially when performed at the same time as the reaching tasks. Conclusion Computer-based rehabilitation games using the Kinect are safe and feasible for people with PD although intervention trials are needed to test their safety, feasibility and efficacy in the home. PMID:24731758

Video-game based exercises for older people with chronic low back pain: a protocol for a feasibility randomised controlled trial (the GAMEBACK trial).

PubMed

Zadro, Joshua Robert; Shirley, Debra; Simic, Milena; Mousavi, Seyed Javad; Ceprnja, Dragana; Maka, Katherine; Ferreira, Paulo

2017-06-01

To investigate the feasibility of implementing a video-game exercise programme for older people with chronic low back pain (LBP). Single-centred single-blinded randomised controlled trial (RCT). Physiotherapy outpatient department in a public hospital in Western Sydney, Australia. We will recruit 60 participants over 55 years old with chronic LBP from the waiting list. Participants will be randomised to receive video-game exercise (n=30) or to remain on the waiting list (n=30) for 8 weeks, with follow up at 3 and 6 months. Participants engaging in video-game exercises will be unsupervised and will complete video-game exercise for 60minutes, 3 times per week. Participants allocated to remain on the waiting list will be encouraged to maintain their usual levels of physical activity. The primary outcomes for this feasibility study will be study processes (recruitment and response rates, adherence to and experience with the intervention, and incidence of adverse events) relevant to the future design of a large RCT. Estimates of treatment efficacy (point estimates and 95% confidence intervals) on pain self-efficacy, care seeking, physical activity, fear of movement/re-injury, pain, physical function, disability, falls-efficacy, strength, and walking speed, will be our secondary outcome measures. Recruitment for this trial began in November 2015. This study describes the rationale and processes of a feasibility study investigating a video-game exercise programme for older people with chronic LBP. Results from the feasibility study will inform on the design and sample required for a large multicentre RCT. Australian New Zealand Clinical Trials Registry: ACTRN12615000703505. Copyright © 2016 Chartered Society of Physiotherapy. Published by Elsevier Ltd. All rights reserved.

Passion play: Will Wright and games for science learning

NASA Astrophysics Data System (ADS)

Ching, Dixie

2012-12-01

Researchers and instructional designers are exploring the possibilities of using video games to support STEM education in the U.S., not only because they are a popular media form among youth, but also because well-designed games often leverage the best features of inquiry learning. Those interested in using games in an educational capacity may benefit from an examination of the work of video game designer Will Wright. Wright designs through a constructivist lens and his open-ended, sandbox games ( SimCity, The Sims, Spore) present wide "possibility spaces" that allow players to exercise their critical thinking and problem solving skills. His games invoke a delight in discovery that inspire creative acts and interest-driven learning both during and outside of the game. Finally, he reminds us that failure-based learning is a viable strategy for building expertise and understanding.

Joyfully Map Social Dynamics When Designing Web-Based Courses

ERIC Educational Resources Information Center

Ahamer, Gilbert

2013-01-01

This paper provides a concept and a notation for optimizing the design of social processes in gaming and learning for individuals, groups of individuals and society as a whole. Traditional approaches to the mapping and designing of the emerging social dynamics in a joyful, social education setting have fallen short of producing desirable results…

The Macro Dynamics of Weapon System Acquisition: Shaping Early Decisions to Get Better Outcomes

DTIC Science & Technology

2012-05-17

defects and rework •Design tools and processes •Lack of feedback to key design and SE processes •Lack of quantified risk and uncertainty at key... Tools for Rapid Exploration of the Physical Design Space Coupling Operability, Interoperability, and Physical Feasibility Analyses – a Game Changer...Interoperability •Training Quantified Margins and Uncertainties at Each Critical Decision Point M&S RDT&E A Continuum of Tools Underpinned with

Examining an Online Microbiology Game as an Effective Tool for Teaching the Scientific Process†

PubMed Central

Bowling, Kristi G.; Klisch, Yvonne; Wang, Shu; Beier, Margaret

2013-01-01

This study investigates the effectiveness of the online Flash game Disease Defenders in producing knowledge gains for concepts related to the scientific process. Disease Defenders was specifically designed to model how the scientific process is central to a variety of disciplines and science careers. An additional question relates to the game’s ability to shift attitudes toward science. Middle school classes from grades six to eight were assigned to the experimental group (n = 489) or control group (n = 367) and asked to participate in a three-session intervention. The sessions involved completing a pretest, a game play session, and taking a posttest. Students in the experimental group played Disease Defenders while students in the control group played an alternative science game. Results showed a significant increase in mean science knowledge scores for all grades in the experimental group, with sixth grade and seventh grade students gaining more knowledge than eighth grade students. Additionally, results showed a significant positive change in science attitudes only among sixth graders, who also rated their satisfaction with the game more favorably than students in higher grades. No differences in mean test scores were found between genders for science knowledge or science attitudes, suggesting that the game is equally effective for males and females. PMID:23858354

The Effects of Game Design Experience on Teachers' Attitudes and Perceptions Regarding the Use of Digital Games in the Classroom

ERIC Educational Resources Information Center

An, Yun-Jo; Cao, Li

2017-01-01

Researchers have investigated how gameplay and other related activities influence teachers' attitudes toward and perceptions of games or game-based learning. Taking one step further, this study was conducted to investigate how game design experience influences teachers' attitudes toward and perceptions of the use of digital games in the classroom…

Active Games: An Examination of User Engagement to Define Design Recommendations

ERIC Educational Resources Information Center

Martinez, Pamela N.

2017-01-01

Active gaming is a form of video gaming that requires full body motion or varying degrees of physical activity to play a game. While active gaming has gained momentum, there is a lack of studies that provide insight on how they should be designed, specifically components of active games make them engaging. This study identifies, analyzes and…

Designing Serious Game Interventions for Individuals with Autism.

PubMed

Whyte, Elisabeth M; Smyth, Joshua M; Scherf, K Suzanne

2015-12-01

The design of "Serious games" that use game components (e.g., storyline, long-term goals, rewards) to create engaging learning experiences has increased in recent years. We examine of the core principles of serious game design and examine the current use of these principles in computer-based interventions for individuals with autism. Participants who undergo these computer-based interventions often show little evidence of the ability to generalize such learning to novel, everyday social communicative interactions. This lack of generalized learning may result, in part, from the limited use of fundamental elements of serious game design that are known to maximize learning. We suggest that future computer-based interventions should consider the full range of serious game design principles that promote generalization of learning.

16 CFR 1505.1 - Definitions.

Code of Federal Regulations, 2010 CFR

2010-01-01

...” means any toy, game, or other article designed, labeled, advertised, or otherwise intended for use by... designed primarily for use by adults which may be used incidentally by children, or video games. (2) The term video games means video game hardware systems, which are games that both produce a dynamic video...

16 CFR 1505.1 - Definitions.

Code of Federal Regulations, 2011 CFR

2011-01-01

...” means any toy, game, or other article designed, labeled, advertised, or otherwise intended for use by... designed primarily for use by adults which may be used incidentally by children, or video games. (2) The term video games means video game hardware systems, which are games that both produce a dynamic video...

16 CFR 1505.1 - Definitions.

Code of Federal Regulations, 2012 CFR

2012-01-01

...” means any toy, game, or other article designed, labeled, advertised, or otherwise intended for use by... designed primarily for use by adults which may be used incidentally by children, or video games. (2) The term video games means video game hardware systems, which are games that both produce a dynamic video...

16 CFR § 1505.1 - Definitions.

Code of Federal Regulations, 2013 CFR

2013-01-01

...” means any toy, game, or other article designed, labeled, advertised, or otherwise intended for use by... designed primarily for use by adults which may be used incidentally by children, or video games. (2) The term video games means video game hardware systems, which are games that both produce a dynamic video...

16 CFR 1505.1 - Definitions.

Code of Federal Regulations, 2014 CFR

2014-01-01

...” means any toy, game, or other article designed, labeled, advertised, or otherwise intended for use by... designed primarily for use by adults which may be used incidentally by children, or video games. (2) The term video games means video game hardware systems, which are games that both produce a dynamic video...

First Steps and beyond: Serious Games as Preparation for Future Learning

ERIC Educational Resources Information Center

Reese, Debbie Denise

2007-01-01

Electronic game technologies can prepare novice learners for future learning of complex concepts. This paper describes the underlying instructional design, learning science, cognitive science, and game theory. A structural, or syntactic mapping (structure mapping), approach to game design can produce a game world relationally isomorphic to a…

The Exclusionary Circle Game: A Tool to Promote Critical Dialogue About HIV Stigma and Social Justice.

PubMed

Wong, Josephine Pui; Li, Alan Tai

2015-01-01

The Exclusionary Circle Game was a learning tool developed for an intervention study to address stigma associated with human immunodeficiency virus (HIV) infection and social exclusion. The objectives of The Exclusionary Circle Game were to enhance collective resonance and empathy, promote critical reflection and dialogue, and motivate collective action to address social exclusion. The game began with all participants being inside a circle. Each participant was randomly given one color-coded card. Each card color represented a character with a specific lived experience associated with racism, patriarchy, homophobia, transphobia, HIV stigma, and so on. Participants holding a marginalized status card were asked to leave the circle in sequence and go to designated spaces. Eventually, only one half of the participants were left in the circle. Participants then debriefed about their experiences within the entire group. The game has been used, beyond the intervention study, at research conferences with positive feedback. In this article, we detail the processes, strengths, and possibility of using this game for empowerment education.

Improved Lower Bounds on the Price of Stability of Undirected Network Design Games

NASA Astrophysics Data System (ADS)

Bilò, Vittorio; Caragiannis, Ioannis; Fanelli, Angelo; Monaco, Gianpiero

Bounding the price of stability of undirected network design games with fair cost allocation is a challenging open problem in the Algorithmic Game Theory research agenda. Even though the generalization of such games in directed networks is well understood in terms of the price of stability (it is exactly H n , the n-th harmonic number, for games with n players), far less is known for network design games in undirected networks. The upper bound carries over to this case as well while the best known lower bound is 42/23 ≈ 1.826. For more restricted but interesting variants of such games such as broadcast and multicast games, sublogarithmic upper bounds are known while the best known lower bound is 12/7 ≈ 1.714. In the current paper, we improve the lower bounds as follows. We break the psychological barrier of 2 by showing that the price of stability of undirected network design games is at least 348/155 ≈ 2.245. Our proof uses a recursive construction of a network design game with a simple gadget as the main building block. For broadcast and multicast games, we present new lower bounds of 20/11 ≈ 1.818 and 1.862, respectively.

Is participatory design associated with the effectiveness of serious digital games for healthy lifestyle promotion? A meta-analysis

USDA-ARS?s Scientific Manuscript database

Serious digital games can be effective at changing healthy lifestyles, but large differences in their effectiveness exist. The extent of user involvement in game design may contribute to game effectiveness by creating a better fit with user preferences. Participatory design (PD), which represents ac...

Educational Game Design as Gateway for Operationalizing Computational Thinking Skills among Middle School Students

ERIC Educational Resources Information Center

Wu, Min Lun

2018-01-01

This qualitative case study reports descriptive findings of digital game-based learning involving 15 Taiwanese middle school students' use of computational thinking skills elicited through programmed activities in a game design workshop. Situated learning theory is utilized as framework to evaluate novice game designers' individual advancement in…

The "Learning Games Design Model": Immersion, Collaboration, and Outcomes-Driven Development

ERIC Educational Resources Information Center

Chamberlin, Barbara; Trespalacios, Jesús; Gallagher, Rachel

2012-01-01

Instructional designers in the Learning Games Lab at New Mexico State University have developed a specific approach for the creation of educational games, one that has been used successfully in over 20 instructional design projects and is extensible to other developers. Using this approach, game developers and content experts (a) work…

Designing Serious Game Interventions for Individuals with Autism

ERIC Educational Resources Information Center

Whyte, Elisabeth M.; Smyth, Joshua M.; Scherf, K. Suzanne

2015-01-01

The design of "Serious games" that use game components (e.g., storyline, long-term goals, rewards) to create engaging learning experiences has increased in recent years. We examine of the core principles of serious game design and examine the current use of these principles in computer-based interventions for individuals with autism.…

Children as Educational Computer Game Designers: An Exploratory Study

ERIC Educational Resources Information Center

Baytak, Ahmet; Land, Susan M.; Smith, Brian K.

2011-01-01

This study investigated how children designed computer games as artifacts that reflected their understanding of nutrition. Ten 5th grade students were asked to design computer games with the software "Game Maker" for the purpose of teaching 1st graders about nutrition. The results from the case study show that students were able to…

Preparing Instructional Designers for Game-Based Learning: Part 1

ERIC Educational Resources Information Center

Hirumi, Atsusi; Appelman, Bob; Rieber, Lloyd; Van Eck, Richard

2010-01-01

Like many rapidly growing industries, advances in video game technology are far outpacing research on its design and effectiveness. Relatively little is understood about how to apply what we know about teaching and learning to optimize game-based learning. For the most part, instructional designers know little about game development and video game…

Applying Video Game Interaction Design to Business Performance, Round 2.

ERIC Educational Resources Information Center

Shirinian, Ara; Dickelman, Erik

2002-01-01

Discusses software design for enterprise systems and for video games, and describes difficulties with enterprise tools, including interface complexity, training costs, and user frustration. Examines the world of tools and games from the human perspective and suggests ways in which game design can be successfully transferred to the enterprise tool…

Designing action games for appealing to buyers.

PubMed

Hsu, Shang Hwa; Lee, Feng-Liang; Wu, Muh-Cherng

2005-12-01

This study aims to identify design features for action games that would appeal to game-buyers, rather than game-players. Sixteen frequent-buyers of computer games identified 39 design features that appeal to buyers by contrasting different versions of Pacman games. Twenty-eight versions of Pacman were then evaluated in terms of the identified design features by 45 participants (27 male and 18 female college students). Qnet2000 neural network software was used to determine the relative importance of these design features. The results indicated that the top 10 most important design features could account for more than 50% of "perceived fun" among these 39 design features. The feature of avatar is important to game-buyers, yet not revealed in previous player-oriented studies. Moreover, six design factors underlying the 39 features were identified through factor analysis. These factors included "novelty and powerfulness," "appealing presentation," "interactivity," "challenging," "sense of control," and "rewarding," and could account for 54% of total variance. Among these six factors, appealing presentation has not been emphasized by player-oriented research. Implications of the findings were discussed.

Doodle Health: A Crowdsourcing Game for the Co-design and Testing of Pictographs to Reduce Disparities in Healthcare Communication.

PubMed

Christensen, Carrie; Redd, Doug; Lake, Erica; Shipman, Jean P; Aiono, Heather; Altizer, Roger; Bray, Bruce E; Zeng, Qing T

2017-01-01

Supplementing patient education content with pictographs can improve the comprehension and recall of information, especially patients with low health literacy. Pictograph design and testing, however, are costly and time consuming. We created a Web-based game, Doodle Health, for crowdsourcing the drawing and validation of pictographs. The objective of this pilot study was to test the usability of the game and its appeal to healthcare consumers. The chief purpose of the game is to involve a diverse population in the co-design and evaluation of pictographs. We conducted a community-based focus group to inform the game design. Game designers, health sciences librarians, informatics researchers, clinicians, and community members participated in two Design Box meetings. The results of the meetings were used to create the Doodle Health crowdsourcing game. The game was presented and tested at two public fairs. Initial testing indicates crowdsourcing is a promising approach to pictograph development and testing for relevancy and comprehension. Over 596 drawings were collected and 1,758 guesses were performed to date with 70-90% accuracies, which are satisfactorily high.

"Survivor" torches "Who Wants to Be a Physician?" in the educational games ratings war.

PubMed

Howard, Mary G; Collins, Heidi L; DiCarlo, Stephen E

2002-12-01

We recently developed an educational game for reviewing respiratory physiology in a large classroom. The "Who Wants to be a Physician?" game encouraged medical students to be active participants in the learning process. An evaluation of the game documented that students enjoyed the active format, and the students reported that the game enhanced their ability to understand and retain information. However, the evaluation also revealed that the game had limitations. Specifically, the students recommended the use of multiple-choice questions to match the Medical Board Examination format and to speed up the game (i.e., cover more topics). The students also wanted to increase their level of participation and interaction. Finally, we wanted to emphasize the benefits of peer instruction as a collaborative learning tool. To address these limitations, we designed a new game, "Survivor." Survivor incorporated multiple-choice questions and emphasized peer instruction and a capacity to gather information and solve novel problems. In addition, participation was increased by including the student audience in the game. Finally, an evaluation instrument was utilized to assess the effectiveness of this instructional tool in an academic setting. As a result of these improvements, the evaluation documents that the newly developed tool is a more effective educational game that couples fun and creative excitement with proven and effective educational concepts.

The Effect of Gender on Motivation and Student Achievement in Digital Game-Based Learning: A Case Study of a Contented-Based Classroom

ERIC Educational Resources Information Center

Chung, Liang-Yi; Chang, Rong-Chi

2017-01-01

This study attempts to probe into the impact of learners' gender on learning outcomes and motivation. A digital game focusing on the topic of emergency first aid is designed for the purpose of this present study, according to the curriculum objectives for a content-based instruction (CBI) course as part of the experiment. In the process of playing…

Designing a serious game for historical heritage: a case study of Heerlen Roman bathhouse

NASA Astrophysics Data System (ADS)

Qi, Wen

2014-01-01

The advances of computer games have shown their potentials for developing edutainment content and services. Current cultural heritages often make use of games in order to complement existing presentations and to create a memorable exhibition. It offers opportunities to reorganize and conceptualize historical, cultural and technological information about the exhibits. To demonstrate the benefits of serious games in terms of facilitating the learning activities in a constructive and meaningful way, we designed a video game about the Heerlen bathhouse heritage. This paper explains the design considerations of this Roman bathhouse game, with a particular focus on the link between game play and learning.

Evaluating Moving Target Defense with PLADD

DOE Office of Scientific and Technical Information (OSTI.GOV)

Jones, Stephen T.; Outkin, Alexander V.; Gearhart, Jared Lee

This project evaluates the effectiveness of moving target defense (MTD) techniques using a new game we have designed, called PLADD, inspired by the game FlipIt [28]. PLADD extends FlipIt by incorporating what we believe are key MTD concepts. We have analyzed PLADD and proven the existence of a defender strategy that pushes a rational attacker out of the game, demonstrated how limited the strategies available to an attacker are in PLADD, and derived analytic expressions for the expected utility of the game’s players in multiple game variants. We have created an algorithm for finding a defender’s optimal PLADD strategy. Wemore » show that in the special case of achieving deterrence in PLADD, MTD is not always cost effective and that its optimal deployment may shift abruptly from not using MTD at all to using it as aggressively as possible. We believe our effort provides basic, fundamental insights into the use of MTD, but conclude that a truly practical analysis requires model selection and calibration based on real scenarios and empirical data. We propose several avenues for further inquiry, including (1) agents with adaptive capabilities more reflective of real world adversaries, (2) the presence of multiple, heterogeneous adversaries, (3) computational game theory-based approaches such as coevolution to allow scaling to the real world beyond the limitations of analytical analysis and classical game theory, (4) mapping the game to real-world scenarios, (5) taking player risk into account when designing a strategy (in addition to expected payoff), (6) improving our understanding of the dynamic nature of MTD-inspired games by using a martingale representation, defensive forecasting, and techniques from signal processing, and (7) using adversarial games to develop inherently resilient cyber systems.« less

Digital Games, Design, and Learning: A Systematic Review and Meta-Analysis.

PubMed

Clark, Douglas B; Tanner-Smith, Emily E; Killingsworth, Stephen S

2016-03-01

In this meta-analysis, we systematically reviewed research on digital games and learning for K-16 students. We synthesized comparisons of game versus nongame conditions (i.e., media comparisons) and comparisons of augmented games versus standard game designs (i.e., value-added comparisons). We used random-effects meta-regression models with robust variance estimates to summarize overall effects and explore potential moderator effects. Results from media comparisons indicated that digital games significantly enhanced student learning relative to nongame conditions ([Formula: see text] = 0.33, 95% confidence interval [0.19, 0.48], k = 57, n = 209). Results from value-added comparisons indicated significant learning benefits associated with augmented game designs ([Formula: see text] = 0.34, 95% confidence interval [0.17, 0.51], k = 20, n = 40). Moderator analyses demonstrated that effects varied across various game mechanics characteristics, visual and narrative characteristics, and research quality characteristics. Taken together, the results highlight the affordances of games for learning as well as the key role of design beyond medium.

Digital Games, Design, and Learning

PubMed Central

Clark, Douglas B.; Tanner-Smith, Emily E.; Killingsworth, Stephen S.

2016-01-01

In this meta-analysis, we systematically reviewed research on digital games and learning for K–16 students. We synthesized comparisons of game versus nongame conditions (i.e., media comparisons) and comparisons of augmented games versus standard game designs (i.e., value-added comparisons). We used random-effects meta-regression models with robust variance estimates to summarize overall effects and explore potential moderator effects. Results from media comparisons indicated that digital games significantly enhanced student learning relative to nongame conditions (g¯ = 0.33, 95% confidence interval [0.19, 0.48], k = 57, n = 209). Results from value-added comparisons indicated significant learning benefits associated with augmented game designs (g¯ = 0.34, 95% confidence interval [0.17, 0.51], k = 20, n = 40). Moderator analyses demonstrated that effects varied across various game mechanics characteristics, visual and narrative characteristics, and research quality characteristics. Taken together, the results highlight the affordances of games for learning as well as the key role of design beyond medium. PMID:26937054

"Campus Craft": A Game for Sexual Assault Prevention in Universities.

PubMed

Jozkowski, Kristen N; Ekbia, Hamid R

2015-04-01

Sexual assault is prevalent among college students. In response, universities have implemented prevention education initiatives. These interventions, however, often ignore the broader sociocultural context in which sexual violence occurs. This calls for innovative approaches in prevention education, which address the broader context. Computer games provide such an opportunity by providing simulated real-life scenarios, nonlinear narratives, and an interactive medium. We report the development and pilot testing of "Campus Craft," a game prototype that focuses, among other things, on sexual assault prevention. The prototype was developed through a participatory design process; students, educators, and subject matter experts helped design and develop scenarios, game mechanics, and learning objectives. The prototype was evaluated by college students (n=141) in a multi-method approach. The evaluation encompassed issues of usability, game mechanics, attitudes, and learning outcomes. Findings indicated that participants rated various aspects of the game positively. Additionally, use of "Campus Craft" contributed to differences in student learning of prevention concepts between the pre- and post-test such that students scored higher on the post-test. Findings demonstrate that, on average, students learned several core concepts related to sexual consent and rape culture through gameplay. Results suggest that computer-based gaming may be a viable avenue for sexual assault prevention education. Findings demonstrate that this approach could be effective in increasing student knowledge and understanding of factors that contribute to sexual assault in college. Future research is needed to corroborate findings and better understand the feasibility of using this approach among larger samples of college students.

An Exploratory Review of Design Principles in Constructivist Gaming Learning Environments

ERIC Educational Resources Information Center

Rosario, Roberto A. Munoz; Widmeyer, George R.

2009-01-01

Creating a design theory for Constructivist Gaming Learning Environment necessitates, among other things, the establishment of design principles. These principles have the potential to help designers produce games, where users achieve higher levels of learning. This paper focuses on twelve design principles: Probing, Distributed, Multiple Routes,…

Taking Educational Games Seriously: Using the RETAIN Model to Design Endogenous Fantasy into Standalone Educational Games

ERIC Educational Resources Information Center

Gunter, Glenda A.; Kenny, Robert F.; Vick, Erik H.

2008-01-01

We are witnessing a mad rush to pour educational content into games in an ad hoc manner in hopes that player/learners are motivated simply because the content is housed inside a game. A failure to base educational game design on well-established learning and instructional theories increases the risk of the game failing to meet its intended…

Creating Effective Educational Computer Games for Undergraduate Classroom Learning: A Conceptual Model

ERIC Educational Resources Information Center

Rapeepisarn, Kowit; Wong, Kok Wai; Fung, Chun Che; Khine, Myint Swe

2008-01-01

When designing Educational Computer Games, designers usually consider target age, interactivity, interface and other related issues. They rarely explore the genres which should employ into one type of educational game. Recently, some digital game-based researchers made attempt to combine game genre with learning theory. Different researchers use…

We Are the Game Changers: An Open Gaming Literacy Programme

ERIC Educational Resources Information Center

Arnab, Sylvester; Morini, Luca; Green, Kate; Masters, Alex; Bellamy-Woods, Tyrone

2017-01-01

This paper discusses the first iteration of Game Changers Programme hosted by Coventry University's Disruptive Media Learning Lab (DMLL), an open game design initiative. The Programme had the goal of facilitating new models of teaching and learning, new practices in cross-faculty learning/ collaboration to make game design and development more…

Collecting, Organizing, and Managing Resources for Teaching Educational Games the Wiki Way

ERIC Educational Resources Information Center

Johnson, Shelley Henson; Shelton, Brett; Wiley, David

2008-01-01

Recognizing the pedagogical value of gaming, academics along with game designers and educational content developers have begun producing resources to improve educational game design and make instructional games more accessible to teachers wanting to incorporate them into their classes. However, the rapid growth of such resources has made it…

Digital Games, Design, and Learning: A Systematic Review and Meta-Analysis

ERIC Educational Resources Information Center

Clark, Douglas B.; Tanner-Smith, Emily E.; Killingsworth, Stephen S.

2016-01-01

In this meta-analysis, we systematically reviewed research on digital games and learning for K-16 students. We synthesized comparisons of game versus nongame conditions (i.e., media comparisons) and comparisons of augmented games versus standard game designs (i.e., value-added comparisons). We used random-effects meta-regression models with robust…

"On the Case": Designing an Interdisciplinary Learning Game with "Neuromancer"

ERIC Educational Resources Information Center

Slocombe, Will; Price, Chris

2008-01-01

Computer games are increasingly being considered as a means of promoting learning, especially the use of commercial off-the-shelf (COTS) games in the classroom. This article extends this idea by proposing an innovative method of fostering interdisciplinary collaboration through the design of computer games. The game to be developed, "On the…

Designing an Electronic Educational Game to Facilitate Immersion and Flow

ERIC Educational Resources Information Center

Ma, Yuxin; Williams, Doug; Prejean, Louise

2014-01-01

Advocates of electronic educational games often cite the work on motivation to support the use of games in education. However, motivation alone is inadequate to facilitate learning. Many of the educational games that focused their game design solely on the motivational effect failed to be either educational or entertaining. Theory and research is…

Open-Phylo: a customizable crowd-computing platform for multiple sequence alignment

PubMed Central

2013-01-01

Citizen science games such as Galaxy Zoo, Foldit, and Phylo aim to harness the intelligence and processing power generated by crowds of online gamers to solve scientific problems. However, the selection of the data to be analyzed through these games is under the exclusive control of the game designers, and so are the results produced by gamers. Here, we introduce Open-Phylo, a freely accessible crowd-computing platform that enables any scientist to enter our system and use crowds of gamers to assist computer programs in solving one of the most fundamental problems in genomics: the multiple sequence alignment problem. PMID:24148814

Designing and Integrating Purposeful Learning in Game Play: A Systematic Review

ERIC Educational Resources Information Center

Ke, Fengfeng

2016-01-01

Via a systematic review of the literature on learning games, this article presents a systematic discussion on the design of intrinsic integration of domain-specific learning in game mechanics and game world design. A total of 69 articles ultimately met the inclusion criteria and were coded for the literature synthesis. Exemplary learning games…

Early Adolescence.

ERIC Educational Resources Information Center

Cronin, Linda L.; Padilla, Michael J.

1984-01-01

Describes science activities related to endangered species designed to sensitize students to the process of extinction; learn of the human role in that process; and emphasize the importance of National Wildlife Week. Provides activities and games such as drift traps, webbing, making corrections, What animal am I?, and Noah's Ark. (JM)

Serious Game Co-Design for Children with Type 1 Diabetes.

PubMed

Chomutare, Taridzo; Johansen, Svein-Gunnar; Hartvigsen, Gunnar; Årsand, Eirik

2016-01-01

Co-design or participatory design has emerged as a useful concept where stakeholders and end-users have a greater stake in designing the end product. To date, few accounts exist of the use of the concept in serious game design, especially for children with chronic diseases. We report initial steps in serious game co-design for children with type 1 diabetes. Participants included 14 children (mean age 8.6 years, range of 4-13) who were invited to sketch a diabetes game. The most prevalent themes that emerged from the sketches (N=17) include blood glucose monitoring (n=12), nutrition (n=8) and insulin (n=8); all of which are consistent with diabetes education guidelines. Co-design is a promising concept for understanding children's world-view when designing healthcare games.

Motivation Monitoring and Assessment Extension for Input-Process-Outcome Game Model

ERIC Educational Resources Information Center

Ghergulescu, Ioana; Muntean, Cristina Hava

2014-01-01

This article proposes a Motivation Assessment-oriented Input-Process-Outcome Game Model (MotIPO), which extends the Input-Process-Outcome game model with game-centred and player-centred motivation assessments performed right from the beginning of the game-play. A feasibility case-study involving 67 participants playing an educational game and…

The design and development of a computer game on insulin injection.

PubMed

Ebrahimpour, Fatemeh; Najafi, Mostafa; Sadeghi, Narges

2014-01-01

Insulin therapy is of high importance in glycemic control and prevention of complications in type 1 diabetes in children. However, this treatment is unpleasant and stressful for many children, and it is difficult for them to accept. The purpose of the study was to design and develop an educational computer game for diabetic children to familiarize them with insulin injections. After a review of the literature and the collection of basic information, we discussed the purpose of this research with some diabetic children, their parents, and nurses. The findings that we acquired from the discussion were considered in designing and developing the game. Then, following the principles associated with the development of computer games, we developed seven different games that related to insulin injections, and the games were evaluated in a pilot study. The games developed through the design and programming environment of Adobe Flash Player and stored on a computer disk (CD). The seven games were a pairs game, a puzzle game, a question and answer game, an insulin kit game, a drawing room game, a story game, and an insulin injection-room game). The idea was that diabetic children could become acquainted with insulin injections and the injection toolkit by playing a variety of entertaining and fun games. They also learned about some of the issues associated with insulin and experienced insulin injection in a simulated environment. It seems that the use of new technologies, such as computer games, can influence diabetic children's acquaintance with the correct method of insulin injection, psychological readiness to initiate insulin therapy, reduction in stress, anxiety, and fear of insulin injection.

Turning Shortcomings into Challenges: Brain-Computer Interfaces for Games

NASA Astrophysics Data System (ADS)

Nijholt, Anton; Reuderink, Boris; Oude Bos, Danny

In recent years we have seen a rising interest in brain-computer interfacing for human-computer interaction and potential game applications. Until now, however, we have almost only seen attempts where BCI is used to measure the affective state of the user or in neurofeedback games. There have hardly been any attempts to design BCI games where BCI is considered to be one of the possible input modalities that can be used to control the game. One reason may be that research still follows the paradigms of the traditional, medically oriented, BCI approaches. In this paper we discuss current BCI research from the viewpoint of games and game design. It is hoped that this survey will make clear that we need to design different games than we used to, but that such games can nevertheless be interesting and exciting.

Remote gaming on resource-constrained devices

NASA Astrophysics Data System (ADS)

Reza, Waazim; Kalva, Hari; Kaufman, Richard

2010-08-01

Games have become important applications on mobile devices. A mobile gaming approach known as remote gaming is being developed to support games on low cost mobile devices. In the remote gaming approach, the responsibility of rendering a game and advancing the game play is put on remote servers instead of the resource constrained mobile devices. The games rendered on the servers are encoded as video and streamed to mobile devices. Mobile devices gather user input and stream the commands back to the servers to advance game play. With this solution, mobile devices with video playback and network connectivity can become game consoles. In this paper we present the design and development of such a system and evaluate the performance and design considerations to maximize the end user gaming experience.

Opportunities and Challenges of Implementing Instructional Games in Mathematics Classrooms: Examining the Quality of Teacher-Student Interactions during the Cover-Up and Un-Cover Games

ERIC Educational Resources Information Center

Heshmati, Saeideh; Kersting, Nicole; Sutton, Taliesin

2018-01-01

This study explored the design and implementation of the Cover-up and Un-cover games, two manipulative-based fraction games, in 14 fifth-grade classrooms. We examined how the fraction concepts were integrated into the game design and explored the nature of teacher-student interactions during games using lesson videos. Our examination showed that…

Toward using games to teach fundamental computer science concepts

NASA Astrophysics Data System (ADS)

Edgington, Jeffrey Michael

Video and computer games have become an important area of study in the field of education. Games have been designed to teach mathematics, physics, raise social awareness, teach history and geography, and train soldiers in the military. Recent work has created computer games for teaching computer programming and understanding basic algorithms. We present an investigation where computer games are used to teach two fundamental computer science concepts: boolean expressions and recursion. The games are intended to teach the concepts and not how to implement them in a programming language. For this investigation, two computer games were created. One is designed to teach basic boolean expressions and operators and the other to teach fundamental concepts of recursion. We describe the design and implementation of both games. We evaluate the effectiveness of these games using before and after surveys. The surveys were designed to ascertain basic understanding, attitudes and beliefs regarding the concepts. The boolean game was evaluated with local high school students and students in a college level introductory computer science course. The recursion game was evaluated with students in a college level introductory computer science course. We present the analysis of the collected survey information for both games. This analysis shows a significant positive change in student attitude towards recursion and modest gains in student learning outcomes for both topics.

The Development and Validation of the Game User Experience Satisfaction Scale (GUESS).

PubMed

Phan, Mikki H; Keebler, Joseph R; Chaparro, Barbara S

2016-12-01

The aim of this study was to develop and psychometrically validate a new instrument that comprehensively measures video game satisfaction based on key factors. Playtesting is often conducted in the video game industry to help game developers build better games by providing insight into the players' attitudes and preferences. However, quality feedback is difficult to obtain from playtesting sessions without a quality gaming assessment tool. There is a need for a psychometrically validated and comprehensive gaming scale that is appropriate for playtesting and game evaluation purposes. The process of developing and validating this new scale followed current best practices of scale development and validation. As a result, a mixed-method design that consisted of item pool generation, expert review, questionnaire pilot study, exploratory factor analysis (N = 629), and confirmatory factor analysis (N = 729) was implemented. A new instrument measuring video game satisfaction, called the Game User Experience Satisfaction Scale (GUESS), with nine subscales emerged. The GUESS was demonstrated to have content validity, internal consistency, and convergent and discriminant validity. The GUESS was developed and validated based on the assessments of over 450 unique video game titles across many popular genres. Thus, it can be applied across many types of video games in the industry both as a way to assess what aspects of a game contribute to user satisfaction and as a tool to aid in debriefing users on their gaming experience. The GUESS can be administered to evaluate user satisfaction of different types of video games by a variety of users. © 2016, Human Factors and Ergonomics Society.

Board and card games for studying electrochemistry: Preliminary research and early design

NASA Astrophysics Data System (ADS)

Kurniawan, Rizmahardian Ashari; Kurniasih, Dedeh; Jukardi

2017-12-01

Games in the chemistry classroom can offer engaging and fun alternative method of learning. However, only a few games in chemistry, especially in electrochemistry subject are available commercially. In this research, we developed board and card games for studying electrochemistry. We surveyed chemistry teacher and students from 10 different senior high schools in Pontianak to decide content and characteristic of the game. We have designed the game that can be played by four students or four group of students, either as a specific instruction in the classroom or as a supplementary learning material. The game was designed to help students understanding the voltaic cell configuration and its voltaic potential.

Participatory Design of Learning Media: Designing Educational Computer Games with and for Teenagers

ERIC Educational Resources Information Center

Danielsson, Karin; Wiberg, Charlotte

2006-01-01

This paper reports on how prospective users may be involved in the design of entertaining educational computer games. The paper illustrates an approach, which combines traditional Participatory Design methods in an applicable way for this type of design. Results illuminate the users' important contribution during game development, especially when…

Inside the Cell

MedlinePlus

... a science education booklet that explores the interior design of cells and vividly describes the processes that ... in the booklet. » more Extras Online animations, movies, games, links and other useful stuff. » more Up to ...

DHM and serious games: a case-study oil and gas laboratories.

PubMed

Santos, V; Zamberlan, M; Streit, P; Oliveira, J; Guimarães, C; Pastura, F; Cid, G

2012-01-01

The aim in this paper is to present a research on the application of serious games for the design of laboratories in the oil and gas industries. The focus is in human virtual representation acquired from 3D scanning, human interaction, workspace layout and equipment designed considering ergonomics standards. The laboratory studies were simulated in Unity3D platform, which allows the users to control the DHM1 on the dynamic virtual scenario, in order to simulate work activities. This methodology can change the design process by improving the level of interaction between final users, managers and human factor teams. That helps to better visualize future work settings and improve the level of participation between all stakeholders.

User Experience Design of History Game: An Analysis Review and Evaluation Study for Malaysia Context

ERIC Educational Resources Information Center

Wong, Seng Yue; Ghavifekr, Simin

2018-01-01

User experience (UX) and user interface design of an educational game are important in enhancing and sustaining the utilisation of Game Based Learning (GBL) in learning history. Thus, this article provides a detailed literature review on history learning problems, as well as previous studies on user experience in game design. Future studies on…

Effects of Game Design Patterns on Basic Life Support Training Content

ERIC Educational Resources Information Center

Kelle, Sebastian; Klemke, Roland; Specht, Marcus

2013-01-01

Based on a previous analysis of game design patterns and related effects in an educational scenario, the following paper presents an experimental study. In the study a course for Basic Life Support training has been evaluated and two game design patterns have been applied to the course. The hypotheses evaluated in this paper relate to game design…

Using Robotics and Game Design to Enhance Children's Self-Efficacy, STEM Attitudes, and Computational Thinking Skills

ERIC Educational Resources Information Center

Leonard, Jacqueline; Buss, Alan; Gamboa, Ruben; Mitchell, Monica; Fashola, Olatokunbo S.; Hubert, Tarcia; Almughyirah, Sultan

2016-01-01

This paper describes the findings of a pilot study that used robotics and game design to develop middle school students' computational thinking strategies. One hundred and twenty-four students engaged in LEGO® EV3 robotics and created games using Scalable Game Design software. The results of the study revealed students' pre-post self-efficacy…

The Atomic Intrinsic Integration Approach: A Structured Methodology for the Design of Games for the Conceptual Understanding of Physics

ERIC Educational Resources Information Center

Echeverria, Alejandro; Barrios, Enrique; Nussbaum, Miguel; Amestica, Matias; Leclerc, Sandra

2012-01-01

Computer simulations combined with games have been successfully used to teach conceptual physics. However, there is no clear methodology for guiding the design of these types of games. To remedy this, we propose a structured methodology for the design of conceptual physics games that explicitly integrates the principles of the intrinsic…

A Description Grid to Support the Design of Learning Role-Play Games

ERIC Educational Resources Information Center

Mariais, Christelle; Michau, Florence; Pernin, Jean-Philippe

2012-01-01

To strengthen the motivation of learners, the professional training sector is focusing more and more on game-based learning. In this context, the authors have become interested in the design of Learning Role-Play Game (LRPG) scenarios. The aim of this article is to improve the designers' confidence in the validity of the game-based learning…

Game design in virtual reality systems for stroke rehabilitation.

PubMed

Goude, Daniel; Björk, Staffan; Rydmark, Martin

2007-01-01

We propose a model for the structured design of games for post-stroke rehabilitation. The model is based on experiences with game development for a haptic and stereo vision immersive workbench intended for daily use in stroke patients' homes. A central component of this rehabilitation system is a library of games that are simultaneously entertaining for the patient and beneficial for rehabilitation [1], and where each game is designed for specific training tasks through the use of the model.

An interactive game-based shoulder wheel system for rehabilitation

PubMed Central

Chang, Chun-Ming; Chang, Yen-Ching; Chang, Hsiao-Yun; Chou, Li-Wei

2012-01-01

Background: Increases in the aging population and in the number of accidents have resulted in more people suffering from physical impairments or disabilities. Rehabilitation therapy thus attracts greater attention as a means of helping patients recover and return to a normal life. With the extremely long and tedious nature of traditional rehabilitation, patients are reluctant to continue the entire process, thus the expected effects of the therapy cannot be obtained. Games are well known to help patients improve their concentration and shift their attention away from the discomfort of their injuries during rehabilitation. Thus, incorporating game technology into a rehabilitation program may be a promising approach. Methods: In this study, a gaming system used for shoulder rehabilitation was developed. The mechanical parts and electric circuits were integrated to mimic the functionalities of a shoulder wheel. Several games were also designed to suit the rehabilitation needs of the patients based on the age and gender differences among the individual users, enabling individuals to undergo the rehabilitation process by playing games. Two surveys were conducted to evaluate the satisfaction of the participants regarding the gaming system. Results: The results of the online survey among a larger population coincide with the responses of the hands-on participants through a paper-and-pencil survey. Statistical results suggest that the participants are willing to accept this novel approach. Conclusion: This gaming system can distract a patient from the sensation of pain or anxiety, and increase their motivation to participate in the therapeutic program. Advantages in terms of low-cost and easy setup increase the attractiveness of this new equipment for various potential users. PMID:23226005

Everything I know about business I learned from monopoly.

PubMed

Orbanes, Phil

2002-03-01

How do game designers approach their work? Perhaps in the same way that managers should. Here, the author, an expert in board-game design and the world's foremost authority on Monopoly, translates six tenets of game design into management principles. Three tenets focus on giving players the right level of structure. First, design simple and unambiguous rules: That also holds true in business; people engage most when responsibilities, objectives, and evaluation criteria are clear. Second, avoid frustrating the casual player. Just as not every game player aspires to be a grand master, not every employee wants to think like an executive. Third, establish a rhythm so that players know intuitively whether they are at the beginning, middle, or end of the game. Managers can also engineer such shifts of momentum and motivation for workers. Three more principles focus on providing entertainment. The most important is to tune into what's happening off the board. For many people, the real joy of a great game--or a great job--comes from the larger social experience surrounding it. Another key is to offer chances to come from behind. Even struggling employees want to believe, "The odds may be stacked against me, but just one great stroke and I'm right back in it." Finally, managers, like game designers, should provide outlets for latent talents. Games themselves can be useful in the workplace. For instance, an afternoon of game playing builds relationships and increases an organization's social capital. And simulation games can sharpen employees' business judgment. Managers may come to appreciate that games succeed depending on how well designed they are--and that many design challenges have their equivalents in the art of management.

iLift: A health behavior change support system for lifting and transfer techniques to prevent lower-back injuries in healthcare.

PubMed

Kuipers, Derek A; Wartena, Bard O; Dijkstra, Boudewijn H; Terlouw, Gijs; van T Veer, Job T B; van Dijk, Hylke W; Prins, Jelle T; Pierie, Jean Pierre E N

2016-12-01

Lower back problems are a common cause of sick leave of employees in Dutch care homes and hospitals. In the Netherlands over 40% of reported sick leave is due to back problems, mainly caused by carrying out heavy work. The goal of the iLift project was to develop a game for nursing personnel to train them in lifting and transfer techniques. The main focus was not on testing for the effectiveness of the game itself, but rather on the design of the game as an autogenous trigger and its place in a behavioral change support system. In this article, the design and development of such a health behavior change support system is addressed, describing cycles of design and evaluation. (a) To define the problem space, use context and user context, focus group interviews were conducted with Occupational Therapists (n=4), Nurses (n=10) and Caregivers (n=12) and a thematic analysis was performed. We interviewed experts (n=5) on the subject of lifting and transferring techniques. (b) A design science research approach resulted in a playable prototype. An expert panel conducted analysis of video-recorded playing activities. (c) Field experiment: We performed a dynamic analysis in order to investigate the feasibility of the prototype through biometric data from player sessions (n=620) by healthcare professionals (n=37). (a) Occupational Therapists, Nurses and Caregivers did not recognise a lack of knowledge with training in lifting and transferring techniques. All groups considered their workload, time pressure and a culturally determined habit to place the patient's well being above their own as the main reason not to apply appropriate lifting and transferring techniques. This led to a shift in focus from a serious game teaching lifting and transferring techniques to a health behavior change support system containing a game with the intention to influence behavior. (b) Building and testing (subcomponents of) the prototype resulted in design choices regarding players perspective, auditory and visual feedback, overall playability and perceived immersiveness. This design process also addressed the behavior shaping capacities of the game and its place within the health behavior change support system. An expert panel on lifting and transferring techniques validated the provoked in-game activities as being authentic. (c) Regression analysis showed an increase of the game score and dashboard score when more sessions were played, indicating an in-game training effect. A post-hoc test revealed that from an average of 10 playing sessions or more, the dashboard score and the game score align, which indicates behavioral change towards executing appropriate static lifting and transferring techniques. Data gathered in the final field test shows an in-game training effect, causing players to exhibit correct techniques for static lifting and transferring techniques but also revealed the necessity for future social system development and especially regarding intervention acceptance. Social system factors showed a strong impact on the games persuasive capacities and its autogenous intent. Copyright © 2016 Elsevier Ireland Ltd. All rights reserved.

Games in Geography.

ERIC Educational Resources Information Center

Walford, Rex

Six games designed for classroom use are described in this book: 1) Shopping Game; 2) Bus Service Game; 3) North Sea Gas Game; 4) Railway Pioneers Game; 5) Development Game; and 6) Export Drive Game. The description of each game comprises a separate chapter, and includes information about the general aims of the game, how the various game elements…

Fostering 21st Century Skills through Game Design and Development

ERIC Educational Resources Information Center

Garvey, Gregory P.

2015-01-01

This reflection paper argues that the design and development of digital games teach essential 21st century skills. Intrinsic to application and game development is design thinking. Design thinking requires iterative development, which demands creativity, critical thinking and problem solving. Students are engaged through learning by doing in both…

The Design and Development of a Computer Game on Insulin Injection

PubMed Central

Ebrahimpour, Fatemeh; Najafi, Mostafa; Sadeghi, Narges

2014-01-01

Background: Insulin therapy is of high importance in glycemic control and prevention of complications in type 1 diabetes in children. However, this treatment is unpleasant and stressful for many children, and it is difficult for them to accept. The purpose of the study was to design and develop an educational computer game for diabetic children to familiarize them with insulin injections. Methods: After a review of the literature and the collection of basic information, we discussed the purpose of this research with some diabetic children, their parents, and nurses. The findings that we acquired from the discussion were considered in designing and developing the game. Then, following the principles associated with the development of computer games, we developed seven different games that related to insulin injections, and the games were evaluated in a pilot study. Results: The games developed through the design and programming environment of Adobe Flash Player and stored on a computer disk (CD). The seven games were a pairs game, a puzzle game, a question and answer game, an insulin kit game, a drawing room game, a story game, and an insulin injection-room game). The idea was that diabetic children could become acquainted with insulin injections and the injection toolkit by playing a variety of entertaining and fun games. They also learned about some of the issues associated with insulin and experienced insulin injection in a simulated environment. Conclusions: It seems that the use of new technologies, such as computer games, can influence diabetic children’s acquaintance with the correct method of insulin injection, psychological readiness to initiate insulin therapy, reduction in stress, anxiety, and fear of insulin injection. PMID:25763157

Teaching Cooperative Skills through Games.

ERIC Educational Resources Information Center

Glakas, Barbara A.

1991-01-01

Through cooperative games and play, children learn to share, empathize with others' feelings, and get along better. The article makes suggestions to physical educators on how to design games to teach students cooperative behaviors and how to incorporate them into class, noting four important game-design principles. (SM)

Learning via Game Design: From Digital to Card Games and Back Again

ERIC Educational Resources Information Center

Marchetti, Emanuela; Valente, Andrea

2015-01-01

In this paper we consider the problem of making design of digital games accessible to primary school children and their teachers, and we argue for the need of digital games that are easy to alter by young learners. We know from previous research projects that digital games do not enable children to express their creativity at full, in contrast…

MO-DE-BRA-01: Enhancing Radiation Physics Instruction Through Gamification and E-Learning

DOE Office of Scientific and Technical Information (OSTI.GOV)

Driewer, J; Lei, Y; Morgan, B

Purpose: This project sought to “gamify” the instruction of radiation interaction physics concepts for technology students. Gamification applies game mechanics and user interactions in active learning contexts. In one part of this project, a self-guided eModule was developed for conceptual radiation interaction instruction. In a second part, a web-based game, Particle Launch (http://particle-launcher.ist.unomaha.edu), was created to challenge students to quickly apply radiation interaction concepts in a way that is stimulating and motivating. Methods: The eModule, focused on conceptual interaction physics, was designed in Adobe Captivate and incorporates animation, web videos, and assessment questions in order to generate student interest. Navigatingmore » the whole module takes 40 minutes for beginners. Assessments after three main sections are comprised of 3–4 questions randomly selected from a question pool. In collaboration with the University of Nebraska at Omaha’s College of Information Science and Technology, the Particle Launch game was created with the Unity gaming engine and designed with a game-play look and feel. The object of the game is to utilize different particles, energies, and directions to destroy a target given a limited number of resources and time to complete the task. A rewards system encourages accurate shots. Results: The eModule part of the project encourages a flipped classroom model in which class time is devoted to application of concepts rather than information-based lectures. Currently, eModule assessments are not tracked but this feature could be incorporated to encourage participation. Furthermore, in a class of five technology students, the game was found to be fun and engaging and had the effect of reinforcing basic concepts from the eModule. Conclusion: Gamification has significant potential to alter medical physics instruction. Game-play feedback is an important part of the learning process. Students found Particle Launch inviting and challenging and further research could help game design. This project was generously supported by the Office of the Vice-Chancellor for Academic Affairs and the University of Nebraska Medical Center.« less

A systematic review of serious games in medical education: quality of evidence and pedagogical strategy.

PubMed

Gorbanev, Iouri; Agudelo-Londoño, Sandra; González, Rafael A; Cortes, Ariel; Pomares, Alexandra; Delgadillo, Vivian; Yepes, Francisco J; Muñoz, Óscar

2018-12-01

The literature shows an optimistic landscape for the effectiveness of games in medical education. Nevertheless, games are not considered mainstream material in medical teaching. Two research questions that arise are the following: What pedagogical strategies do developers use when creating games for medical education? And what is the quality of the evidence on the effectiveness of games? A systematic review was made by a multi-disciplinary team of researchers following the Cochrane Collaboration Guidelines. We included peer-reviewed journal articles which described or assessed the use of serious games or gamified apps in medical education. We used the Medical Education Research Study Quality Instrument (MERSQI) to assess the quality of evidence in the use of games. We also evaluated the pedagogical perspectives of such articles. Even though game developers claim that games are useful pedagogical tools, the evidence on their effectiveness is moderate, as assessed by the MERSQI score. Behaviourism and cognitivism continue to be the predominant pedagogical strategies, and games are complementary devices that do not replace traditional medical teaching tools. Medical educators prefer simulations and quizzes focused on knowledge retention and skill development through repetition and do not demand the use of sophisticated games in their classrooms. Moreover, public access to medical games is limited. Our aim was to put the pedagogical strategy into dialogue with the evidence on the effectiveness of the use of medical games. This makes sense since the practical use of games depends on the quality of the evidence about their effectiveness. Moreover, recognition of said pedagogical strategy would allow game developers to design more robust games which would greatly contribute to the learning process.

A systematic review of serious games in medical education: quality of evidence and pedagogical strategy

PubMed Central

Gorbanev, Iouri; Agudelo-Londoño, Sandra; González, Rafael A.; Cortes, Ariel; Pomares, Alexandra; Delgadillo, Vivian; Yepes, Francisco J.; Muñoz, Óscar

2018-01-01

ABSTRACT Introduction: The literature shows an optimistic landscape for the effectiveness of games in medical education. Nevertheless, games are not considered mainstream material in medical teaching. Two research questions that arise are the following: What pedagogical strategies do developers use when creating games for medical education? And what is the quality of the evidence on the effectiveness of games? Methods: A systematic review was made by a multi-disciplinary team of researchers following the Cochrane Collaboration Guidelines. We included peer-reviewed journal articles which described or assessed the use of serious games or gamified apps in medical education. We used the Medical Education Research Study Quality Instrument (MERSQI) to assess the quality of evidence in the use of games. We also evaluated the pedagogical perspectives of such articles. Results: Even though game developers claim that games are useful pedagogical tools, the evidence on their effectiveness is moderate, as assessed by the MERSQI score. Behaviourism and cognitivism continue to be the predominant pedagogical strategies, and games are complementary devices that do not replace traditional medical teaching tools. Medical educators prefer simulations and quizzes focused on knowledge retention and skill development through repetition and do not demand the use of sophisticated games in their classrooms. Moreover, public access to medical games is limited. Discussion: Our aim was to put the pedagogical strategy into dialogue with the evidence on the effectiveness of the use of medical games. This makes sense since the practical use of games depends on the quality of the evidence about their effectiveness. Moreover, recognition of said pedagogical strategy would allow game developers to design more robust games which would greatly contribute to the learning process. PMID:29457760

Design Elements and Feasibility of an Organized Multiplayer Mobile Active Videogame for Primary School-Aged Children.

PubMed

McKenzie, Sophie; Bangay, Shaun; Barnett, Lisa M; Ridgers, Nicola D; Salmon, Jo

2014-12-01

This article describes the design, development, and implementation feasibility of a purpose-built mobile active videogame (M-AVG) named "Pirate Adventure," which was designed for primary school-aged children to engage in physical activity (PA) and fundamental movement skills (FMS), such as hopping, sidestepping, jumping, or running, in an afterschool setting. The design of "Pirate Adventure" was the result of a collaboration between games designers and health researchers. "Pirate Adventure" was designed and developed using Android(®) (Google, Mountain View, CA) phone sensors to respond to player actions within a playground environment. Using an interactive game framework, players solve clues and complete PA and FMS challenges via sensing the physical world through marked-out key game locations. Fourteen primary school-aged children participated in the feasibility evaluation, which took place in four afternoon sessions. The game was evaluated using Android phone telemetry data and a post-gameplay survey for children on their opinions and enjoyment of the game. The "Pirate Adventure" game design facilitated an enjoyable treasure hunt game (average of 11 minutes of activity per game) with narrative elements supporting children's engagement with movement activities. The majority of children (n=9/13) reported that they would like to play the game again. Combining real world and virtual world content through "Pirate Adventure" was moderately successful, with multiple gameplay sessions occurring. Further implementation feasibility testing, under more controlled conditions, needs to be conducted to assert the benefits of using a M-AVG for children's PA and FMS.

Play-Personas: Behaviours and Belief Systems in User-Centred Game Design

NASA Astrophysics Data System (ADS)

Canossa, Alessandro; Drachen, Anders

Game designers attempt to ignite affective, emotional responses from players via engineering game designs to incite definite user experiences. Theories of emotion state that definite emotional responses are individual, and caused by the individual interaction sequence or history. Engendering desired emotions in the audience of traditional audiovisual media is a considerable challenge; however it is potentially even more difficult to achieve the same goal for the audience of interactive entertainment, because a substantial degree of control rests in the hand of the end user rather than the designer. This paper presents a possible solution to the challenge of integrating the user in the design of interactive entertainment such as computer games by employing the "persona" framework introduced by Alan Cooper. This approach is already in use in interaction design. The method can be improved by complementing the traditional narrative description of personas with quantitative, data-oriented models of predicted patterns of user behaviour for a specific computer game Additionally, persona constructs can be applied both as design-oriented metaphors during the development of games, and as analytical lenses to existing games, e.g. for evaluation of patterns of player behaviour.

Serious games for elderly continuous monitoring.

PubMed

Lemus-Zúñiga, Lenin-G; Navarro-Pardo, Esperanza; Moret-Tatay, Carmen; Pocinho, Ricardo

2015-01-01

Information technology (IT) and serious games allow older population to remain independent for longer. Hence, when designing technology for this population, developmental changes, such as attention and/or perception, should be considered. For instance, a crucial developmental change has been related to cognitive speed in terms of reaction time (RT). However, this variable presents a skewed distribution that difficult data analysis. An alternative strategy is to characterize the data to an ex-Gaussian function. Furthermore, this procedure provides different parameters that have been related to underlying cognitive processes in the literature. Another issue to be considered is the optimal data recording, storing and processing. For that purpose mobile devices (smart phones and tablets) are a good option for targeting serious games where valuable information can be stored (time spent in the application, reaction time, frequency of use, and a long etcetera). The data stored inside the smartphones and tablets can be sent to a central computer (cloud storage) in order to store the data collected to not only fill the distribution of reaction times to mathematical functions, but also to estimate parameters which may reflect cognitive processes underlying language, aging, and decisional process.

Talent Development Gamification in Talent Selection Assessment Centres

ERIC Educational Resources Information Center

Tansley, Carole; Hafermalz, Ella; Dery, Kristine

2016-01-01

Purpose: The purpose of this paper is to examine the relationship between the use of sophisticated talent selection processes such as gamification and training and development interventions designed to ensure that candidates can successfully navigate the talent assessment process. Gamification is the application of game elements to non-game…

Gaming in the Classroom: An Innovative Way to Teach Factorial Designs

ERIC Educational Resources Information Center

Stansbury, Jessica A.; Munro, Geoffrey D.

2013-01-01

This study tested the effectiveness of video game use for instruction of factorial designs in a research methods course. Students designed and conducted a mini study, playing "Dance, Dance, Revolution", using video game scores as the dependent variable. A mixed-design analysis of variance revealed a significantly greater increase from pretest to…

Developing a Big Game for Financial Education Using Service Design Approach

ERIC Educational Resources Information Center

Kang, Myunghee; Yoon, Seonghye; Kang, Minjeng; Jang, JeeEun; Lee, Yujung

2018-01-01

The purpose of this study was to design and develop an educational game which facilitates building adolescents' knowledge and attitudes in financial principles of a daily life. To achieve this purpose, the authors designed a learner-centered big game for financial education by applying an experience-based triple-diamond instructional design model…

"Posterlet": A Game-Based Assessment of Children's Choices to Seek Feedback and to Revise

ERIC Educational Resources Information Center

Cutumisu, Maria; Blair, Kristen P.; Chin, Doris B.; Schwartz, Daniel L.

2015-01-01

We introduce one instance of a game-based assessment designed to measure students' self-regulated learning choices. We describe our overarching measurement strategy and we present "Posterlet", an assessment game in which students design posters and learn graphic design principles from feedback. We designed "Posterlet" to assess…

Design process and preliminary psychometric study of a video game to detect cognitive impairment in senior adults

PubMed Central

Perez-Rodriguez, Roberto; Facal, David; Fernandez-Iglesias, Manuel J.; Anido-Rifon, Luis; Mouriño-Garcia, Marcos

2017-01-01

Introduction Assessment of episodic memory has been traditionally used to evaluate potential cognitive impairments in senior adults. Typically, episodic memory evaluation is based on personal interviews and pen-and-paper tests. This article presents the design, development and a preliminary validation of a novel digital game to assess episodic memory intended to overcome the limitations of traditional methods, such as the cost of its administration, its intrusive character, the lack of early detection capabilities, the lack of ecological validity, the learning effect and the existence of confounding factors. Materials and Methods Our proposal is based on the gamification of the California Verbal Learning Test (CVLT) and it has been designed to comply with the psychometric characteristics of reliability and validity. Two qualitative focus groups and a first pilot experiment were carried out to validate the proposal. Results A more ecological, non-intrusive and better administrable tool to perform cognitive assessment was developed. Initial evidence from the focus groups and pilot experiment confirmed the developed game’s usability and offered promising results insofar its psychometric validity is concerned. Moreover, the potential of this game for the cognitive classification of senior adults was confirmed, and administration time is dramatically reduced with respect to pen-and-paper tests. Limitations Additional research is needed to improve the resolution of the game for the identification of specific cognitive impairments, as well as to achieve a complete validation of the psychometric properties of the digital game. Conclusion Initial evidence show that serious games can be used as an instrument to assess the cognitive status of senior adults, and even to predict the onset of mild cognitive impairments or Alzheimer’s disease. PMID:28674661

“Campus Craft”: A Game for Sexual Assault Prevention in Universities

PubMed Central

Ekbia, Hamid R.

2015-01-01

Abstract Objective: Sexual assault is prevalent among college students. In response, universities have implemented prevention education initiatives. These interventions, however, often ignore the broader sociocultural context in which sexual violence occurs. This calls for innovative approaches in prevention education, which address the broader context. Computer games provide such an opportunity by providing simulated real-life scenarios, nonlinear narratives, and an interactive medium. We report the development and pilot testing of “Campus Craft,” a game prototype that focuses, among other things, on sexual assault prevention. Materials and Methods: The prototype was developed through a participatory design process; students, educators, and subject matter experts helped design and develop scenarios, game mechanics, and learning objectives. The prototype was evaluated by college students (n=141) in a multi-method approach. The evaluation encompassed issues of usability, game mechanics, attitudes, and learning outcomes. Results: Findings indicated that participants rated various aspects of the game positively. Additionally, use of “Campus Craft” contributed to differences in student learning of prevention concepts between the pre- and post-test such that students scored higher on the post-test. Conclusions: Findings demonstrate that, on average, students learned several core concepts related to sexual consent and rape culture through gameplay. Results suggest that computer-based gaming may be a viable avenue for sexual assault prevention education. Findings demonstrate that this approach could be effective in increasing student knowledge and understanding of factors that contribute to sexual assault in college. Future research is needed to corroborate findings and better understand the feasibility of using this approach among larger samples of college students. PMID:26181803

Learning in Transformational Computer Games: Exploring Design Principles for a Nanotechnology Game

ERIC Educational Resources Information Center

Masek, Martin; Murcia, Karen; Morrison, Jason; Newhouse, Paul; Hackling, Mark

2012-01-01

Transformational games are digital computer and video applications purposefully designed to create engaging and immersive learning environments for delivering specified learning goals, outcomes and experiences. The virtual world of a transformational game becomes the social environment within which learning occurs as an outcome of the complex…

Supporting Teachers to Design and Use Mobile Collaborative Learning Games

ERIC Educational Resources Information Center

Marfisi-Schottman, Iza; George, Sébastien

2014-01-01

Mobile Collaborative Learning Games combine all the ingredients necessary to attract students' attention and engage them in learning activities. However, designing a coherent scenario that combines mobility, game mechanics and collaborative learning is quite a challenge. In this article, we take the first step by proposing several game patterns…

Martian Boneyards: Scientific Inquiry in an MMO Game

ERIC Educational Resources Information Center

Asbell-Clarke, Jodi; Edwards, Teon; Rowe, Elizabeth; Larsen, Jamie; Sylvan, Elisabeth; Hewitt, Jim

2012-01-01

This paper reports on research of a game designed for scientific inquiry in a new and publicly available massively-multiplayer online environment (MMO). Educators and game designers worked together to create a highly immersive environment, a compelling storyline, and research-grounded tools for scientific inquiry within the game. The designers…

Inventing Music Education Games

ERIC Educational Resources Information Center

Ghere, David; Amram, Fred M. B.

2007-01-01

The first British patent describing an educational game designed for musical "amusement and instruction" was granted in 1801 to Ann Young of Edinburgh, Scotland. The authors' discovery of Young's game box has prompted an examination of the nature and purpose of the six games she designed. Ann Young's patent is discussed in the context of…

Stereoscopic game design and evaluation

NASA Astrophysics Data System (ADS)

Rivett, Joe; Holliman, Nicolas

2013-03-01

We report on a new game design where the goal is to make the stereoscopic depth cue sufficiently critical to success that game play should become impossible without using a stereoscopic 3D (S3D) display and, at the same time, we investigate whether S3D game play is affected by screen size. Before we detail our new game design we review previously unreported results from our stereoscopic game research over the last ten years at the Durham Visualisation Laboratory. This demonstrates that game players can achieve significantly higher scores using S3D displays when depth judgements are an integral part of the game. Method: We design a game where almost all depth cues, apart from the binocular cue, are removed. The aim of the game is to steer a spaceship through a series of oncoming hoops where the viewpoint of the game player is from above, with the hoops moving right to left across the screen towards the spaceship, to play the game it is essential to make decisive depth judgments to steer the spaceship through each oncoming hoop. To confound these judgements we design altered depth cues, for example perspective is reduced as a cue by varying the hoop's depth, radius and cross-sectional size. Results: Players were screened for stereoscopic vision, given a short practice session, and then played the game in both 2D and S3D modes on a seventeen inch desktop display, on average participants achieved a more than three times higher score in S3D than they achieved in 2D. The same experiment was repeated using a four metre S3D projection screen and similar results were found. Conclusions: Our conclusion is that games that use the binocular depth cue in decisive game judgements can benefit significantly from using an S3D display. Based on both our current and previous results we additionally conclude that display size, from cell-phone, to desktop, to projection display does not adversely affect player performance.

Engaging teenagers productively in service design

PubMed Central

Bowen, Simon; Sustar, Helena; Wolstenholme, Daniel; Dearden, Andy

2013-01-01

Engaging young people in participatory design can be challenging, particularly in health-related projects. In a study co-designing diabetes support and information services with teenagers, we found framing activities using popular culture was a useful strategy. Various cultural references helped us stage activities that were productive for the design process, and were engaging for our young participants (e.g. exploring practical implications through discussions in a ‘Dragons’ Den’). Some activities were more effective than others and the idea of language-games, which has been widely explored in participatory design, explains why our strategy was successful when there was a clear ‘family resemblance’ between the popular cultural references and certain essential stages of designing. However, attention is required in selecting appropriate cultural references if this strategy is adopted elsewhere, and design facilitators should focus first on devising accessible language-games, rather than expecting popular cultural references to provide complete solutions to the challenge of staging participatory design. PMID:26516621

D.E.E.P. Learning: Promoting Informal STEM Learning through a Popular Gaming Platform

NASA Astrophysics Data System (ADS)

Simms, E.; Rohrlick, D.; Layman, C.; Peach, C. L.; Orcutt, J. A.

2011-12-01

The research and development of educational games, and the study of the educational value of interactive games in general, have lagged far behind efforts for games created for the purpose of entertainment. But evidence suggests that digital simulations and games have the "potential to advance multiple science learning goals, including motivation to learn science, conceptual understanding, science process skills, understanding of the nature of science, scientific discourse and argumentation, and identification with science and science learning." (NRC, 2011). It is also generally recognized that interactive digital games have the potential to promote the development of valuable learning and life skills, including data processing, decision-making, critical thinking, planning, communication and collaboration (Kirriemuir and MacFarlane, 2006). Video games are now played in 67% of American households (ESA, 2010), and across a broad range of ages, making them a potentially valuable tool for Science, Technology, Engineering and Mathematics (STEM) learning among the diverse audiences associated with informal science education institutions (ISEIs; e.g., aquariums, museums, science centers). We are attempting to capitalize on this potential by developing games based on the popular Microsoft Xbox360 gaming platform and the free Microsoft XNA game development kit. The games, collectively known as Deep-sea Extreme Environment Pilot (D.E.E.P.), engage ISEI visitors in the exploration and understanding of the otherwise remote deep-sea environment. Players assume the role of piloting a remotely-operated vehicle (ROV) to explore ocean observing systems and hydrothermal vent environments, and are challenged to complete science-based objectives in order to earn points under timed conditions. The current games are intended to be relatively brief visitor experiences (on the order of several minutes) that support complementary exhibits and programming, and promote interactive visitor experiences. In addition to creating a unique educational product, our efforts are intended to inform the broader understanding of the key elements of a successful STEM-based game experience at an ISEI. Which characteristics of the ISEI environment (e.g., age and cultural diversity, limited time of engagement) are conducive or inhibitive to learning via digital gaming? Which aspects of game design (e.g., challenge, curiosity, fantasy, personal recognition) are most effective at maximizing both learning and enjoyment? We will share our progress and assessment results to date, and discuss the potential benefits and challenges to interactive gaming as a tool to support STEM literacy at ISEIs.

Games and Diabetes: A Review Investigating Theoretical Frameworks, Evaluation Methodologies, and Opportunities for Design Grounded in Learning Theories.

PubMed

Lazem, Shaimaa; Webster, Mary; Holmes, Wayne; Wolf, Motje

2015-09-02

Here we review 18 articles that describe the design and evaluation of 1 or more games for diabetes from technical, methodological, and theoretical perspectives. We undertook searches covering the period 2010 to May 2015 in the ACM, IEEE, Journal of Medical Internet Research, Studies in Health Technology and Informatics, and Google Scholar online databases using the keywords "children," "computer games," "diabetes," "games," "type 1," and "type 2" in various Boolean combinations. The review sets out to establish, for future research, an understanding of the current landscape of digital games designed for children with diabetes. We briefly explored the use and impact of well-established learning theories in such games. The most frequently mentioned theoretical frameworks were social cognitive theory and social constructivism. Due to the limitations of the reported evaluation methodologies, little evidence was found to support the strong promise of games for diabetes. Furthermore, we could not establish a relation between design features and the game outcomes. We argue that an in-depth discussion about the extent to which learning theories could and should be manifested in the design decisions is required. © 2015 Diabetes Technology Society.

Learning an EMG Controlled Game: Task-Specific Adaptations and Transfer

PubMed Central

van Dijk, Ludger; van der Sluis, Corry K.; van Dijk, Hylke W.; Bongers, Raoul M.

2016-01-01

Video games that aim to improve myoelectric control (myogames) are gaining popularity and are often part of the rehabilitation process following an upper limb amputation. However, direct evidence for their effect on prosthetic skill is limited. This study aimed to determine whether and how myogaming improves EMG control and whether performance improvements transfer to a prosthesis-simulator task. Able-bodied right-handed participants (N = 28) were randomly assigned to 1 of 2 groups. The intervention group was trained to control a video game (Breakout-EMG) using the myosignals of wrist flexors and extensors. Controls played a regular Mario computer game. Both groups trained 20 minutes a day for 4 consecutive days. Before and after training, two tests were conducted: one level of the Breakout-EMG game, and grasping objects with a prosthesis-simulator. Results showed a larger increase of in-game accuracy for the Breakout-EMG group than for controls. The Breakout-EMG group moreover showed increased adaptation of the EMG signal to the game. No differences were found in using a prosthesis-simulator. This study demonstrated that myogames lead to task-specific myocontrol skills. Transfer to a prosthesis task is therefore far from easy. We discuss several implications for future myogame designs. PMID:27556154

Learning an EMG Controlled Game: Task-Specific Adaptations and Transfer.

PubMed

van Dijk, Ludger; van der Sluis, Corry K; van Dijk, Hylke W; Bongers, Raoul M

2016-01-01

Video games that aim to improve myoelectric control (myogames) are gaining popularity and are often part of the rehabilitation process following an upper limb amputation. However, direct evidence for their effect on prosthetic skill is limited. This study aimed to determine whether and how myogaming improves EMG control and whether performance improvements transfer to a prosthesis-simulator task. Able-bodied right-handed participants (N = 28) were randomly assigned to 1 of 2 groups. The intervention group was trained to control a video game (Breakout-EMG) using the myosignals of wrist flexors and extensors. Controls played a regular Mario computer game. Both groups trained 20 minutes a day for 4 consecutive days. Before and after training, two tests were conducted: one level of the Breakout-EMG game, and grasping objects with a prosthesis-simulator. Results showed a larger increase of in-game accuracy for the Breakout-EMG group than for controls. The Breakout-EMG group moreover showed increased adaptation of the EMG signal to the game. No differences were found in using a prosthesis-simulator. This study demonstrated that myogames lead to task-specific myocontrol skills. Transfer to a prosthesis task is therefore far from easy. We discuss several implications for future myogame designs.

Typology of Internet gaming disorder and its clinical implications.

PubMed

Lee, Seung-Yup; Lee, Hae Kook; Choo, Hyekyung

2017-07-01

Various perspectives exist regarding Internet gaming disorder. While the concept of behavioral addiction is gaining recognition, some view the phenomenon as merely excessive indulgence in online pastimes. Still, in recent years, complaints from patients or their family members about problems related to Internet use, particularly Internet gaming, have become more common. However, the clinical picture of Internet gaming disorder could be obscured by its heterogeneous manifestations with other intertwined factors, such as psychiatric comorbidities, neurodevelopmental factors, sociocultural factors, and game-related factors, which may influence the pathogenesis as well as the clinical course. To mitigate such problems, clinicians should be able to consider diverse aspects related to Internet gaming disorder. Classifying such a heterogeneous problem into subtypes that share a similar etiology or phenomenology may provide additional clues in the diagnostic process and allow us to designate available clinical resources for particularly vulnerable factors. In this review paper, we suggest a typology of 'impulsive/aggressive,' 'emotionally vulnerable,' 'socially conditioned,' and 'not otherwise specified' as subtypes of the heterogeneous phenomena of pathological Internet gaming. The implications of these subtypes for assessment and treatment planning will also be highlighted. © 2016 The Authors. Psychiatry and Clinical Neurosciences © 2016 Japanese Society of Psychiatry and Neurology.

Using What's Learned in the Game for Use in Real Life.

PubMed

Baranowski, Moderator Tom; Fiellin, Participants Lynn E; Gay, Geri; Thompson, Deborah I

2014-02-01

A player can learn many things from playing a game for health. Some of these learnings were deliberately designed for the player to use in his or her real life, outside of any game. The effective ways to enable players to generalize what they learn in the game to their real lives (and thereby benefit from playing the game) are not clear. We have convened a group of expert health game designers and researchers to discuss this important issue.

Tabletop Games: Platforms, Experimental Games and Design Recommendations

NASA Astrophysics Data System (ADS)

Haller, Michael; Forlines, Clifton; Koeffel, Christina; Leitner, Jakob; Shen, Chia

While the last decade has seen massive improvements in not only the rendering quality, but also the overall performance of console and desktop video games, these improvements have not necessarily led to a greater population of video game players. In addition to continuing these improvements, the video game industry is also constantly searching for new ways to convert non-players into dedicated gamers. Despite the growing popularity of computer-based video games, people still love to play traditional board games, such as Risk, Monopoly, and Trivial Pursuit. Both video and board games have their strengths and weaknesses, and an intriguing conclusion is to merge both worlds. We believe that a tabletop form-factor provides an ideal interface for digital board games. The design and implementation of tabletop games will be influenced by the hardware platforms, form factors, sensing technologies, as well as input techniques and devices that are available and chosen. This chapter is divided into three major sections. In the first section, we describe the most recent tabletop hardware technologies that have been used by tabletop researchers and practitioners. In the second section, we discuss a set of experimental tabletop games. The third section presents ten evaluation heuristics for tabletop game design.

Grounded and embodied mathematical cognition: Promoting mathematical insight and proof using action and language.

PubMed

Nathan, Mitchell J; Walkington, Candace

2017-01-01

We develop a theory of grounded and embodied mathematical cognition (GEMC) that draws on action-cognition transduction for advancing understanding of how the body can support mathematical reasoning. GEMC proposes that participants' actions serve as inputs capable of driving the cognition-action system toward associated cognitive states. This occurs through a process of transduction that promotes valuable mathematical insights by eliciting dynamic depictive gestures that enact spatio-temporal properties of mathematical entities. Our focus here is on pre-college geometry proof production. GEMC suggests that action alone can foster insight but is insufficient for valid proof production if action is not coordinated with language systems for propositionalizing general properties of objects and space. GEMC guides the design of a video game-based learning environment intended to promote students' mathematical insights and informal proofs by eliciting dynamic gestures through in-game directed actions. GEMC generates several hypotheses that contribute to theories of embodied cognition and to the design of science, technology, engineering, and mathematics (STEM) education interventions. Pilot study results with a prototype video game tentatively support theory-based predictions regarding the role of dynamic gestures for fostering insight and proof-with-insight, and for the role of action coupled with language to promote proof-with-insight. But the pilot yields mixed results for deriving in-game interventions intended to elicit dynamic gesture production. Although our central purpose is an explication of GEMC theory and the role of action-cognition transduction, the theory-based video game design reveals the potential of GEMC to improve STEM education, and highlights the complex challenges of connecting embodiment research to education practices and learning environment design.

Video game-based exercises for balance rehabilitation: a single-subject design.

PubMed

Betker, Aimee L; Szturm, Tony; Moussavi, Zahra K; Nett, Cristabel

2006-08-01

To investigate whether coupling foot center of pressure (COP)-controlled video games to standing balance exercises will improve dynamic balance control and to determine whether the motivational and challenging aspects of the video games would increase a subject's desire to perform the exercises and complete the rehabilitation process. Case study, pre- and postexercise. University hospital outpatient clinic. A young adult with excised cerebellar tumor, 1 middle-aged adult with single right cerebrovascular accident, and 1 middle-aged adult with traumatic brain injury. A COP-controlled, video game-based exercise system. The following were calculated during 12 different tasks: the number of falls, range of COP excursion, and COP path length. Postexercise, subjects exhibited a lower fall count, decreased COP excursion limits for some tasks, increased practice volume, and increased attention span during training. The COP-controlled video game-based exercise regime motivated subjects to increase their practice volume and attention span during training. This in turn improved subjects' dynamic balance control.

Evolution of flexibility and rigidity in retaliatory punishment.

PubMed

Morris, Adam; MacGlashan, James; Littman, Michael L; Cushman, Fiery

2017-09-26

Natural selection designs some social behaviors to depend on flexible learning processes, whereas others are relatively rigid or reflexive. What determines the balance between these two approaches? We offer a detailed case study in the context of a two-player game with antisocial behavior and retaliatory punishment. We show that each player in this game-a "thief" and a "victim"-must balance two competing strategic interests. Flexibility is valuable because it allows adaptive differentiation in the face of diverse opponents. However, it is also risky because, in competitive games, it can produce systematically suboptimal behaviors. Using a combination of evolutionary analysis, reinforcement learning simulations, and behavioral experimentation, we show that the resolution to this tension-and the adaptation of social behavior in this game-hinges on the game's learning dynamics. Our findings clarify punishment's adaptive basis, offer a case study of the evolution of social preferences, and highlight an important connection between natural selection and learning in the resolution of social conflicts.

Design and development of the mobile game based on the J2ME technology

NASA Astrophysics Data System (ADS)

He, Junhua

2011-12-01

With the continuous improvement of mobile performance, mobile entertainment applications market trend has been increasingly clear, mobile entertainment applications will be after the PC entertainment applications is another important business growth. Through the full analysis of the current mobile entertainment applications market demand and trends, the author has accumulated a lot of theoretical knowledge and practical experience. Rational, using of some new technology for a mobile entertainment games design, and described the development of key technologies required for mobile game an analysis and design of the game, and to achieve a complete game development. Light of the specific mobile game project - "Battle City", detailed the development of a mobile game based on the J2ME platform, the basic steps and the various key elements, focusing on how to use object-oriented thinking on the role of mobile phones in the abstract and Game Animation package, the source code with specific instructions.

Design and development of the mobile game based on the J2ME technology

NASA Astrophysics Data System (ADS)

He, JunHua

2012-01-01

With the continuous improvement of mobile performance, mobile entertainment applications market trend has been increasingly clear, mobile entertainment applications will be after the PC entertainment applications is another important business growth. Through the full analysis of the current mobile entertainment applications market demand and trends, the author has accumulated a lot of theoretical knowledge and practical experience. Rational, using of some new technology for a mobile entertainment games design, and described the development of key technologies required for mobile game an analysis and design of the game, and to achieve a complete game development. Light of the specific mobile game project - "Battle City", detailed the development of a mobile game based on the J2ME platform, the basic steps and the various key elements, focusing on how to use object-oriented thinking on the role of mobile phones in the abstract and Game Animation package, the source code with specific instructions.

Diabetes City: How Urban Game Design Strategies Can Help Diabetics

NASA Astrophysics Data System (ADS)

Knöll, Martin

Computer Games are about to leave their “electronic shells” and enter the city. So-called Serious Pervasive Games (SPGs) [1] allow for hybrid - simultaneously physical and virtual - experiences, applying technologies of ubiquitous computing, communication and “intelligent” interfaces. They begin to focus on non-entertaining purposes. The following article a) presents game design strategies as a missing link between pervasive computing, Ambient Intelligence and user’s everyday life. Therefore it spurs a discussion how Pervasive Healthcare focusing on the therapy and prevention of chronic diseases can benefit from urban game design strategies. b) Moreover the article presents the development and work in progress of “DiabetesCity“ - an educational game prototype for young diabetics.

Balancing Play, Meaning and Reality: The Design Philosophy of LEVEE PATROLLER

ERIC Educational Resources Information Center

Harteveld, Casper; Guimaraes, Rui; Mayer, Igor S.; Bidarra, Rafael

2010-01-01

Most serious games have been developed without a proper and comprehensive design theory. To contribute to the development of such a theory, this article presents the underlying design philosophy of LEVEE PATROLLER, a game to train levee patrollers in the Netherlands. This philosophy stipulates that the design of a digital serious game is a…

Learning with touchscreen devices: game strategies to improve geometric thinking

NASA Astrophysics Data System (ADS)

Soldano, Carlotta; Arzarello, Ferdinando

2016-03-01

The aim of this paper is to reflect on the importance of the students' game-strategic thinking during the development of mathematical activities. In particular, we hypothesise that this type of thinking helps students in the construction of logical links between concepts during the "argumentation phase" of the proving process. The theoretical background of our study lies in the works of J. Hintikka, a Finnish logician, who developed a new type of logic, based on game theory, called the logic of inquiry. In order to experiment with this new approach to the teaching and learning of mathematics, we have prepared five game-activities based on geometric theorems in which two players play against each other in a multi-touch dynamic geometric environment (DGE). In this paper, we present the design of the first game-activity and the relationship between it and the logic of inquiry. Then, adopting the theoretical framework of the instrumental genesis by Vérillon and Rabardel (EJPE 10: 77-101, 1995), we will present and analyse significant actions and dialogues developed by students while they are solving the game. We focus on the presence of a particular way of playing the game introduced by the students, the "reflected game", and highlight its functions for the development of the task.

Teaching Using Computer Games

ERIC Educational Resources Information Center

Miller, Lee Dee; Shell, Duane; Khandaker, Nobel; Soh, Leen-Kiat

2011-01-01

Computer games have long been used for teaching. Current reviews lack categorization and analysis using learning models which would help instructors assess the usefulness of computer games. We divide the use of games into two classes: game playing and game development. We discuss the Input-Process-Outcome (IPO) model for the learning process when…

Leveraging Insights from Mainstream Gameplay to Inform STEM Game Design: Great Idea, but What Comes Next?

ERIC Educational Resources Information Center

Biles, Melissa

2012-01-01

This response to Leah A. Bricker and Phillip Bell's paper, "GodMode is his video game name", examines their assertion that the social nexus of gaming practices is an important factor to consider for those looking to design STEM video games. I propose that we need to go beyond the investigation into which aspects of games play a role in learning,…

Using Robotics and Game Design to Enhance Children's Self-Efficacy, STEM Attitudes, and Computational Thinking Skills

NASA Astrophysics Data System (ADS)

Leonard, Jacqueline; Buss, Alan; Gamboa, Ruben; Mitchell, Monica; Fashola, Olatokunbo S.; Hubert, Tarcia; Almughyirah, Sultan

2016-12-01

This paper describes the findings of a pilot study that used robotics and game design to develop middle school students' computational thinking strategies. One hundred and twenty-four students engaged in LEGO® EV3 robotics and created games using Scalable Game Design software. The results of the study revealed students' pre-post self-efficacy scores on the construct of computer use declined significantly, while the constructs of videogaming and computer gaming remained unchanged. When these constructs were analyzed by type of learning environment, self-efficacy on videogaming increased significantly in the combined robotics/gaming environment compared with the gaming-only context. Student attitudes toward STEM, however, did not change significantly as a result of the study. Finally, children's computational thinking (CT) strategies varied by method of instruction as students who participated in holistic game development (i.e., Project First) had higher CT ratings. This study contributes to the STEM education literature on the use of robotics and game design to influence self-efficacy in technology and CT, while informing the research team about the adaptations needed to ensure project fidelity during the remaining years of the study.

A Development of Game-Based Learning Environment to Activate Interaction among Learners

NASA Astrophysics Data System (ADS)

Takaoka, Ryo; Shimokawa, Masayuki; Okamoto, Toshio

Many studies and systems that incorporate elements such as “pleasure” and “fun” in the game to improve a learner's motivation have been developed in the field of learning environments. However, few are the studies of situations where many learners gather at a single computer and participate in a game-based learning environment (GBLE), and where the GBLE designs the learning process by controlling the interactions between learners such as competition, collaboration, and learning by teaching. Therefore, the purpose of this study is to propose a framework of educational control that induces and activates interaction between learners intentionally to create a learning opportunity that is based on the knowledge understanding model of each learner. In this paper, we explain the design philosophy and the framework of our GBLE called “Who becomes the king in the country of mathematics?” from a game viewpoint and describe the method of learning support control in the learning environment. In addition, we report the results of the learning experiment with our GBLE, which we carried out in a junior high school, and include some comments by a principal and a teacher. From the results of the experiment and some comments, we noticed that a game may play a significant role in weakening the learning relationship among students and creating new relationships in the world of the game. Furthermore, we discovered that learning support control of the GBLE has led to activation of the interaction between learners to some extent.

Pre-Service Teachers Designing and Constructing "Good Digital Games"

ERIC Educational Resources Information Center

Artym, Corbett; Carbonaro, Mike; Boechler, Patricia

2016-01-01

There is a growing interest in the application of digital games to enhance learning across many educational levels. This paper investigates pre-service teachers' ability to operationalize the learning principles that are considered part of a good digital game (Gee, 2007) by designing digital games in Scratch. Forty pre-service teachers, enrolled…

The Effects of Game Design on Learning Outcomes

ERIC Educational Resources Information Center

Martin, Michael W.; Shen, Yuzhong

2014-01-01

This article details the administration and results of an experiment conducted to assess the impact of three video game design concepts upon learning outcomes. The principles tested include game aesthetics, player choice, and player competition. The experiment participants were asked to play a serious game over the course of a week, and the…

Learning English with "The Sims": Exploiting Authentic Computer Simulation Games for L2 Learning

ERIC Educational Resources Information Center

Ranalli, Jim

2008-01-01

With their realistic animation, complex scenarios and impressive interactivity, computer simulation games might be able to provide context-rich, cognitively engaging virtual environments for language learning. However, simulation games designed for L2 learners are in short supply. As an alternative, could games designed for the mass-market be…

The Design of Scaffolding in Game-Based Learning: A Formative Evaluation

ERIC Educational Resources Information Center

Weppel, Sheri; Bishop, Mj; Munoz-Avila, Hector

2012-01-01

Instructional games fluctuate between "restricted play" and "free play." Highly structured games with lots of corrective feedback can be less engaging, whereas unstructured games with minimal feedback can lead to frustration. This mixed methods, formative evaluation study investigated how designers might find the balance between too much and too…

Adaptivity in Educational Games: Including Player and Gameplay Characteristics

ERIC Educational Resources Information Center

Vandewaetere, Mieke; Cornillie, Frederik; Clarebout, Geraldine; Desmet, Piet

2013-01-01

The use of educational games for teaching and training is nowadays well-known, although its effectiveness in terms of learning and motivation has not been firmly corroborated. A first reason for this is that research on instructional design research often does not reach the fields of game development and game design. Consequently, instructional…

78 FR 26804 - Notice of Proposed Supplementary Rules for Travel Management on Public Lands in Gunnison...

Federal Register 2010, 2011, 2012, 2013, 2014

2013-05-08

... would provide two exemptions from the restrictions. One exemption would allow big game hunters to use game carts--which are considered mechanized vehicles-- off of designated travel routes to retrieve large game animals outside of designated wilderness and wilderness study areas. Game carts would...

Assessing the Educational Values of Digital Games

ERIC Educational Resources Information Center

Hong, J-C.; Cheng, C-L.; Hwang, M-Y.; Lee, C-K.; Chang, H-Y.

2009-01-01

In recent years, digital games have assumed an important place in the lives of children and adolescents. Effective content design is crucial to the success of digital game-based learning. Therefore, the tool for assessing the effectiveness of game design is accordingly very important for parents and teachers, so that they may encourage or…

Format for the Game--Logic or Intuition?

ERIC Educational Resources Information Center

Duke, Richard D.

1980-01-01

Presents nine steps for game design, and discusses why particular formats were used in the design of five games: CONRAIL Railroad Deregulation, Montauk Exercise, Geothermal Energy, Simulated Nutrition System, and Human Settlement. (CMV)

Interactive Block Games for Assessing Children's Cognitive Skills: Design and Preliminary Evaluation.

PubMed

Lee, Kiju; Jeong, Donghwa; Schindler, Rachael C; Hlavaty, Laura E; Gross, Susan I; Short, Elizabeth J

2018-01-01

Background: This paper presents design and results from preliminary evaluation of Tangible Geometric Games (TAG-Games) for cognitive assessment in young children. The TAG-Games technology employs a set of sensor-integrated cube blocks, called SIG-Blocks, and graphical user interfaces for test administration and real-time performance monitoring. TAG-Games were administered to children from 4 to 8 years of age for evaluating preliminary efficacy of this new technology-based approach. Methods: Five different sets of SIG-Blocks comprised of geometric shapes, segmented human faces, segmented animal faces, emoticons, and colors, were used for three types of TAG-Games, including Assembly, Shape Matching, and Sequence Memory. Computational task difficulty measures were defined for each game and used to generate items with varying difficulty. For preliminary evaluation, TAG-Games were tested on 40 children. To explore the clinical utility of the information assessed by TAG-Games, three subtests of the age-appropriate Wechsler tests (i.e., Block Design, Matrix Reasoning, and Picture Concept) were also administered. Results: Internal consistency of TAG-Games was evaluated by the split-half reliability test. Weak to moderate correlations between Assembly and Block Design, Shape Matching and Matrix Reasoning, and Sequence Memory and Picture Concept were found. The computational measure of task complexity for each TAG-Game showed a significant correlation with participants' performance. In addition, age-correlations on TAG-Game scores were found, implying its potential use for assessing children's cognitive skills autonomously.

Interactive Block Games for Assessing Children's Cognitive Skills: Design and Preliminary Evaluation

PubMed Central

Lee, Kiju; Jeong, Donghwa; Schindler, Rachael C.; Hlavaty, Laura E.; Gross, Susan I.; Short, Elizabeth J.

2018-01-01

Background: This paper presents design and results from preliminary evaluation of Tangible Geometric Games (TAG-Games) for cognitive assessment in young children. The TAG-Games technology employs a set of sensor-integrated cube blocks, called SIG-Blocks, and graphical user interfaces for test administration and real-time performance monitoring. TAG-Games were administered to children from 4 to 8 years of age for evaluating preliminary efficacy of this new technology-based approach. Methods: Five different sets of SIG-Blocks comprised of geometric shapes, segmented human faces, segmented animal faces, emoticons, and colors, were used for three types of TAG-Games, including Assembly, Shape Matching, and Sequence Memory. Computational task difficulty measures were defined for each game and used to generate items with varying difficulty. For preliminary evaluation, TAG-Games were tested on 40 children. To explore the clinical utility of the information assessed by TAG-Games, three subtests of the age-appropriate Wechsler tests (i.e., Block Design, Matrix Reasoning, and Picture Concept) were also administered. Results: Internal consistency of TAG-Games was evaluated by the split-half reliability test. Weak to moderate correlations between Assembly and Block Design, Shape Matching and Matrix Reasoning, and Sequence Memory and Picture Concept were found. The computational measure of task complexity for each TAG-Game showed a significant correlation with participants' performance. In addition, age-correlations on TAG-Game scores were found, implying its potential use for assessing children's cognitive skills autonomously. PMID:29868520

A Learner-Centred Game-Design Approach: Impacts on Teachers' Creativity

ERIC Educational Resources Information Center

Frossard, Frederique; Barajas, Mario; Trifonova, Anna

2012-01-01

This study presents an innovative pedagogical approach where teachers become game designers and engage in creative teaching practices. Within co-design training workshops, 21 Spanish primary and secondary school teachers have developed their own Game-Based Learning (GBL) scenarios, especially tailored to their teaching contexts and students…

50 CFR 32.31 - Idaho.

Code of Federal Regulations, 2013 CFR

2013-10-01

... Game Bird Hunting. We allow hunting of duck, goose, coot, and snipe on designated areas of the refuge.... Migratory Game Bird Hunting. We allow hunting of duck, goose, coot, and snipe on designated areas of the... Game Bird Hunting. We allow hunting of goose, duck, coot, common snipe, and dove on designated areas of...

50 CFR 32.31 - Idaho.

Code of Federal Regulations, 2012 CFR

2012-10-01

... Game Bird Hunting. We allow hunting of duck, goose, coot, and snipe on designated areas of the refuge.... Migratory Game Bird Hunting. We allow hunting of duck, goose, coot, and snipe on designated areas of the... Game Bird Hunting. We allow hunting of goose, duck, coot, common snipe, and dove on designated areas of...

FLUID/MASHOV--A CAI System Based on Games, Dialogue, and Feedback.

ERIC Educational Resources Information Center

Regev, Joseph

1980-01-01

A master program to manage instruction and generate the necessary control cards was designed to both teach thinking skills and assist the teacher in assessing the student's thought processes. Twelve references are cited. (MER)

Design and Validation of a Virtual Player for Studying Interpersonal Coordination in the Mirror Game.

PubMed

Zhai, Chao; Alderisio, Francesco; Slowinski, Piotr; Tsaneva-Atanasova, Krasimira; di Bernardo, Mario

2018-03-01

The mirror game has been recently proposed as a simple, yet powerful paradigm for studying interpersonal interactions. It has been suggested that a virtual partner able to play the game with human subjects can be an effective tool to affect the underlying neural processes needed to establish the necessary connections between the players, and also to provide new clinical interventions for rehabilitation of patients suffering from social disorders. Inspired by the motor processes of the central nervous system (CNS) and the musculoskeletal system in the human body, in this paper we develop a novel interactive cognitive architecture based on nonlinear control theory to drive a virtual player (VP) to play the mirror game with a human player (HP) in different configurations. Specifically, we consider two cases: 1) the VP acts as leader and 2) the VP acts as follower. The crucial problem is to design a feedback control architecture capable of imitating and following or leading an HP in a joint action task. The movement of the end-effector of the VP is modeled by means of a feedback controlled Haken-Kelso-Bunz (HKB) oscillator, which is coupled with the observed motion of the HP measured in real time. To this aim, two types of control algorithms (adaptive control and optimal control) are used and implemented on the HKB model so that the VP can generate a human-like motion while satisfying certain kinematic constraints. A proof of convergence of the control algorithms is presented together with an extensive numerical and experimental validation of their effectiveness. A comparison with other existing designs is also discussed, showing the flexibility and the advantages of our control-based approach.

Anatomy adventure: a board game for enhancing understanding of anatomy.

PubMed

Anyanwu, Emeka G

2014-01-01

Certain negative factors such as fear, loss of concentration and interest in the course, lack of confidence, and undue stress have been associated with the study of anatomy. These are factors most often provoked by the unusually large curriculum, nature of the course, and the psychosocial impact of dissection. As a palliative measure, Anatomy Adventure, a board game on anatomy was designed to reduce some of these pressures, emphasize student centered and collaborative learning styles, and add fun to the process of learning while promoting understanding and retention of the subject. To assess these objectives, 95 out of over 150 medical and dental students who expressed willingness to be part of the study were recruited and divided into a Game group and a Non-game group. A pretest written examination was given to both groups, participants in the Game group were allowed to play the game for ten days, after which a post-test examination was also given. A 20-item questionnaire rated on a three-point scale to access student's perception of the game was given to the game group. The post-test scores of the game group were significantly higher (P < 0.05) than those of the non-game counterparts. Also the post-test score of the game based group was significantly better (P < 0.05) than their pretest. The students in their feedback noted in very high proportions that the game was interesting, highly informative, encouraged team work, improved their attitude, and perception to gross anatomy. © 2013 American Association of Anatomists.

Senior-driven design and development of tablet-based cognitive games.

PubMed

Marques, João; Vasconcelos, Ana; Teixeira, Luís F

2013-01-01

This paper describes the design and development of a tablet-based gaming platform targeting the senior population, aiming at improving their overall wellbeing by stimulating their cognitive capabilities and promoting social interaction between players. To achieve these goals, we started by performing a study of the specific characteristics of the senior user as well as what makes a game appealing to the player. Furthermore we investigated why the tablet proves to be an advantageous device to our target audience. Based on the results of our research, we developed a solution that incorporates cognitive and social mechanisms into its games, while performing iterative evaluations together with the final user by adopting a user-centered design methodology. In each design phase, a pre-selected group of senior participants experimented with the game platform and provided feedback to improve its features and usability. Through a series of short-term and a long-term evaluation, the game platform proved to be appealing to its intended users, providing an enjoyable gaming experience.

"Save Yourselves": an App to Improve Correct Behaviors in Earth Environmental Emergency

NASA Astrophysics Data System (ADS)

Maraffi, S.; Sacerdoti, F. M., Sr.

2017-12-01

Save yourselves is an App from the methodological experience of Learning on Gaming, accredited under a Ph.D. in "Teaching and Learning Processes in the Earth Sciences Education". The Ph.D. project belongs to the School of Science and Technology of Camerino University, Italy, and has developed until now on the application of Learning on Gaming to Digital Game Based Learning, through a Computer Class Role Playing Game (CCRPG). Learning on Gaming is a new teaching approach: to learn while playing, that is different from Edutainment, designed both to educate and entertain, and Gaming to Learn, which consists of playing a game without specific didactic to outcome knowledge. With Learning on Gaming the game "hides" didactic inside the game: this could improve learning processes and, at the same time, renew teaching competences of mentors. Adventure pathways of these CCRPG are focused on Earth Sciences and are interdisciplinary, multilanguage and they are a good example of innovative teaching. As a CCRPG spin-off, "Save Yourselves" is an App for Educators, Trainers, Teachers, Students, Self-Made People …, to know the earthquakes and volcanoes and strategies to reduce the risks associated with these phenomena. The App is intended to provide the most immediate and useful way to behave in the event of a geological emergency, with particular reference to volcanology emergency and seismic emergency. It can be used at school to optimize security education measures, but it can also be a game that is useful to rethink what has been learned. Teaching and educational goals: to know the danger associated with an eruption and the associated risk, to obtain awareness of alert levels and cautionary measures, to adopt correct behavior in case of earthquake. "Save yourselves" is for all ages, because there are versions of the activity for kindergarten, primary school and secondary school and it is multilingual. It takes advantage of Games, ICT (Information and Communication Technologies), Innovative Teaching, to activate digital, scientific and technical skills. It use a language more suitable to students to engage their curiosity and to obtain best outcomes.

School Budget Hold'em Facilitator's Guide

ERIC Educational Resources Information Center

Education Resource Strategies, 2012

2012-01-01

"School Budget Hold'em" is a game designed to help school districts rethink their budgeting process. It evolved out of Education Resource Strategies' (ERS) experience working with large urban districts around the country. "School Budget Hold'em" offers a completely new approach--one that can turn the budgeting process into a long-term visioning…

Evaluation of a Web-based social network electronic game in enhancing mental health literacy for young people.

PubMed

Li, Tim M H; Chau, Michael; Wong, Paul W C; Lai, Eliza S Y; Yip, Paul S F

2013-05-15

Internet-based learning programs provide people with massive health care information and self-help guidelines on improving their health. The advent of Web 2.0 and social networks renders significant flexibility to embedding highly interactive components, such as games, to foster learning processes. The effectiveness of game-based learning on social networks has not yet been fully evaluated. The aim of this study was to assess the effectiveness of a fully automated, Web-based, social network electronic game on enhancing mental health knowledge and problem-solving skills of young people. We investigated potential motivational constructs directly affecting the learning outcome. Gender differences in learning outcome and motivation were also examined. A pre/posttest design was used to evaluate the fully automated Web-based intervention. Participants, recruited from a closed online user group, self-assessed their mental health literacy and motivational constructs before and after completing the game within a 3-week period. The electronic game was designed according to cognitive-behavioral approaches. Completers and intent-to-treat analyses, using multiple imputation for missing data, were performed. Regression analysis with backward selection was employed when examining the relationship between knowledge enhancement and motivational constructs. The sample included 73 undergraduates (42 females) for completers analysis. The gaming approach was effective in enhancing young people's mental health literacy (d=0.65). The finding was also consistent with the intent-to-treat analysis, which included 127 undergraduates (75 females). No gender differences were found in learning outcome (P=.97). Intrinsic goal orientation was the primary factor in learning motivation, whereas test anxiety was successfully alleviated in the game setting. No gender differences were found on any learning motivation subscales (P>.10). We also found that participants' self-efficacy for learning and performance, as well as test anxiety, significantly affected their learning outcomes, whereas other motivational subscales were statistically nonsignificant. Electronic games implemented through social networking sites appear to effectively enhance users' mental health literacy.

Product placement of computer games in cyberspace.

PubMed

Yang, Heng-Li; Wang, Cheng-Shu

2008-08-01

Computer games are considered an emerging media and are even regarded as an advertising channel. By a three-phase experiment, this study investigated the advertising effectiveness of computer games for different product placement forms, product types, and their combinations. As the statistical results revealed, computer games are appropriate for placement advertising. Additionally, different product types and placement forms produced different advertising effectiveness. Optimum combinations of product types and placement forms existed. An advertisement design model is proposed for use in game design environments. Some suggestions are given for advertisers and game companies respectively.

An evaluation of a solution focused computer game in adolescent interventions.

PubMed

Coyle, David; Doherty, Gavin; Sharry, John

2009-07-01

Many adolescents experience difficulties with traditional face-to-face mental health care approaches. Personal Investigator (PI) is a 3D computer game specifically designed for use in adolescent interventions. The game implements a model of Solution Focused Therapy. It aims to assist in easing the difficulties experienced by adolescents with direct face-to-face approaches. In sessions a therapist and adolescent sit together at a computer and play PI. Issues raised in the game serve as a context for more detailed discussions between the therapist and client. This article describes a study in which PI was used with 22 adolescent clients, attending mental health care services due to a variety of difficulties. Whilst further trials are required, results indicate positive benefits of using PI. PI can help in building an effective client-therapist relationship, can assist in structuring sessions, and can assist in improving client engagement in the therapeutic process.

Creative Design of Digital Cognitive Games: Application of Cognitive Toys and Isomorphism

ERIC Educational Resources Information Center

Sedig, Kamran; Haworth, Robert

2012-01-01

Digital cognitive games (DCGs) are games whose primary purpose is to mediate (i.e., support, develop, and enhance) cognitive activities such as problem solving, decision making, planning, and critical reasoning. As these games increase in popularity and usage, more attention should be paid to their design. Currently, there is a lack of design…

Why Video Games Can Be a Good Fit for Formative Assessment

ERIC Educational Resources Information Center

Bauer, Malcolm; Wylie, Caroline; Jackson, Tanner; Mislevy, Bob; Hoffman-John, Erin; John, Michael; Corrigan, Seth

2017-01-01

This paper explores the relation between formative assessment principles and their analogues in video games that game designers have been developing over the past 35 years. We identify important parallels between the two that should enable effective and efficient use of well-designed video games in the classroom as part of an overall learning…

Passion Play: Will Wright and Games for Science Learning

ERIC Educational Resources Information Center

Ching, Dixie

2012-01-01

Researchers and instructional designers are exploring the possibilities of using video games to support STEM education in the U.S., not only because they are a popular media form among youth, but also because well-designed games often leverage the best features of inquiry learning. Those interested in using games in an educational capacity may…

Using Video Games to Teach Game Design: A Gaming Collection for Libraries

ERIC Educational Resources Information Center

Mastel, Kristen; Huston, Dave

2009-01-01

Game-design programs are relatively new in the world of academia, as the author of this article discovered when she worked as Brown College's librarian and learning resource center coordinator. With that newness comes the challenge of determining a "core" collection of materials to support the discipline. This kind of core collection is…

Game Play: What Does It Mean for Pedagogy to Think Like a Game Developer?

ERIC Educational Resources Information Center

Pill, Shane

2014-01-01

What could a sport coach or sport teacher within physical education learn from digital game design and the way digital games capture, sustain, and maintain children's attention? Would the physical education learning experience be different if physical educators designed and enacted sport teaching by attempting to accommodate the learning needs and…

Reconceptualizing Pedagogical Usability of and Teachers' Roles in Computer Game-Based Learning in School

ERIC Educational Resources Information Center

Tzuo, Pei-Wen; Ling, Jennifer Isabelle Ong Pei; Yang, Chien-Hui; Chen, Vivian Hsueh-Hua

2012-01-01

At present, methods for the optimal use of two approaches to computer game-based learning in school to enhance students' learning, namely, computer game play and game design, are obscure because past research has been devoted more to designing rather than evaluating the implementation of these approaches in school. In addition, most studies…

Student-Made Games to Learn the History of Mathematics

ERIC Educational Resources Information Center

Huntley, Mary Ann; Flores, Alfinio

2011-01-01

In this article, the authors describe how prospective secondary mathematics teachers designed their own adaptations of popular board and computer games to learn the history of mathematics. They begin the article by describing some of the games students designed and used, and follow this with a discussion of factors for successful use of games in…

Applying HOPSCOTCH as an Exer-Learning Game in English Lessons: Two Exploratory Studies

ERIC Educational Resources Information Center

Lucht, Martina; Heidig, Steffi

2013-01-01

This article describes HOPSCOTCH, a design concept for an "exer-learning game" to engage elementary school children in learning. Exer-learning is a new genre of digital learning games that combines playing and learning with physical activity (exercise). HOPSCOTCH is a first design concept for exer-learning games that can be applied to…

The Effect of a Commercial Game on Children's Block Design Scores on the WISC-R IQ Test.

ERIC Educational Resources Information Center

Dirks, Jean

1982-01-01

Relatively brief interactions with a commercial game that involved blocks and matching patterns are shown to cause a significant improvement in children's performances on the WISC-R Block Design subtest. Two experiments are described using 10-year-old children in game and no-game conditions. (Author/CM)

Applying Evidence-Centered Design for the Development of Game-Based Assessments in Physics Playground

ERIC Educational Resources Information Center

Kim, Yoon Jeon; Almond, Russell G.; Shute, Valerie J.

2016-01-01

Game-based assessment (GBA) is a specific use of educational games that employs game activities to elicit evidence for educationally valuable skills and knowledge. While this approach can provide individualized and diagnostic information about students, the design and development of assessment mechanics for a GBA is a nontrivial task. In this…

Multi-objective Optimization Strategies Using Adjoint Method and Game Theory in Aerodynamics

NASA Astrophysics Data System (ADS)

Tang, Zhili

2006-08-01

There are currently three different game strategies originated in economics: (1) Cooperative games (Pareto front), (2) Competitive games (Nash game) and (3) Hierarchical games (Stackelberg game). Each game achieves different equilibria with different performance, and their players play different roles in the games. Here, we introduced game concept into aerodynamic design, and combined it with adjoint method to solve multi-criteria aerodynamic optimization problems. The performance distinction of the equilibria of these three game strategies was investigated by numerical experiments. We computed Pareto front, Nash and Stackelberg equilibria of the same optimization problem with two conflicting and hierarchical targets under different parameterizations by using the deterministic optimization method. The numerical results show clearly that all the equilibria solutions are inferior to the Pareto front. Non-dominated Pareto front solutions are obtained, however the CPU cost to capture a set of solutions makes the Pareto front an expensive tool to the designer.

Description and evaluation of a serious game intervention to engage low secure service users with serious mental illness in the design and refurbishment of their environment.

PubMed

Fitzgerald, M M; Kirk, G D; Bristow, C A

2011-05-01

Service user involvement in all levels of healthcare provision is the expectation of UK government policy. Involvement should not only include participation in the planning and delivery of health care but also the exercise of choice and opinions about that care. In practice, however, service user engagement is most often tokenistic, involving post hoc consultation over plans already committed to by services. This paper explores an Occupational Therapy-led initiative to use the Serious Game format to engage low secure service users with serious mental illness in the design, layout and refurbishment of their unit. Among other things how medication was to be dispensed on the new unit was explored by this game and led to significant replanning in response to service user involvement. The game format was found to be a useful tool in facilitating communication between professionals and a traditionally marginalized and powerless client group. It enabled service users to have a voice, it provided a format for that voice to be heard and made possible service-led change in the planning process. © 2010 Blackwell Publishing.

The Contribution of Game Genre and other Use Patterns to Problem Video Game Play among Adult Video Gamers.

PubMed

Elliott, Luther; Ream, Geoffrey; McGinsky, Elizabeth; Dunlap, Eloise

2012-12-01

AIMS: To assess the contribution of patterns of video game play, including game genre, involvement, and time spent gaming, to problem use symptomatology. DESIGN: Nationally representative survey. SETTING: Online. PARTICIPANTS: Large sample (n=3,380) of adult video gamers in the US. MEASUREMENTS: Problem video game play (PVGP) scale, video game genre typology, use patterns (gaming days in the past month and hours on days used), enjoyment, consumer involvement, and background variables. FINDINGS: Study confirms game genre's contribution to problem use as well as demographic variation in play patterns that underlie problem video game play vulnerability. CONCLUSIONS: Identification of a small group of game types positively correlated with problem use suggests new directions for research into the specific design elements and reward mechanics of "addictive" video games. Unique vulnerabilities to problem use among certain groups demonstrate the need for ongoing investigation of health disparities related to contextual dimensions of video game play.

The Contribution of Game Genre and other Use Patterns to Problem Video Game Play among Adult Video Gamers

PubMed Central

Ream, Geoffrey; McGinsky, Elizabeth; Dunlap, Eloise

2012-01-01

Aims To assess the contribution of patterns of video game play, including game genre, involvement, and time spent gaming, to problem use symptomatology. Design Nationally representative survey. Setting Online. Participants Large sample (n=3,380) of adult video gamers in the US. Measurements Problem video game play (PVGP) scale, video game genre typology, use patterns (gaming days in the past month and hours on days used), enjoyment, consumer involvement, and background variables. Findings Study confirms game genre's contribution to problem use as well as demographic variation in play patterns that underlie problem video game play vulnerability. Conclusions Identification of a small group of game types positively correlated with problem use suggests new directions for research into the specific design elements and reward mechanics of “addictive” video games. Unique vulnerabilities to problem use among certain groups demonstrate the need for ongoing investigation of health disparities related to contextual dimensions of video game play. PMID:23284310

Gamification in Physical Therapy: More Than Using Games.

PubMed

Janssen, Joep; Verschuren, Olaf; Renger, Willem Jan; Ermers, Jose; Ketelaar, Marjolijn; van Ee, Raymond

2017-01-01

The implementation of computer games in physical therapy is motivated by characteristics such as attractiveness, motivation, and engagement, but these do not guarantee the intended therapeutic effect of the interventions. Yet, these characteristics are important variables in physical therapy interventions because they involve reward-related dopaminergic systems in the brain that are known to facilitate learning through long-term potentiation of neural connections. In this perspective we propose a way to apply game design approaches to therapy development by "designing" therapy sessions in such a way as to trigger physical and cognitive behavioral patterns required for treatment and neurological recovery. We also advocate that improving game knowledge among therapists and improving communication between therapists and game designers may lead to a novel avenue in designing applied games with specific therapeutic input, thereby making gamification in therapy a realistic and promising future that may optimize clinical practice.

Making Games after School: Participatory Game Design in Non-Formal Learning Environments

ERIC Educational Resources Information Center

Clark, Kevin; Brandt, Jami; Hopkins, Rhonda; Wilhelm, Jason

2009-01-01

Participatory design principles were used with primarily African-American and Latino children in the Washington, DC area in the development of sports-themed digital game prototypes in an after-school program. The three stages in participatory design are the discovery stage, the evaluative stage, and prototyping. Within the participatory design…

Students and Teacher Responses to a Unit of Student-Designed Games

ERIC Educational Resources Information Center

Casey, Ashley; Hastie, Peter A.

2011-01-01

Background: Despite the support in primary education that student-designed games enhance student contextualisation of skills and tactics, there has been little support in secondary education, nor any empirical research exploring these claims. This paper attempts to rekindle these beliefs and explores the use of student-designed games in an English…

Using a Game Environment to Foster Collaborative Learning: A Design-Based Study

ERIC Educational Resources Information Center

Hamalainen, Raija

2011-01-01

Designing collaborative three-dimensional learning games for vocational learning may be one way to respond to the needs of working life. The theoretical vantage points of collaborative learning for game development and the "design-based research" methodology are described; these have been used to support collaborative learning in the…

Teaching Design Patterns through Computer Game Development

ERIC Educational Resources Information Center

Gestwicki, Paul; Sun, Fu-Shing

2008-01-01

We present an approach for teaching design patterns that emphasizes object-orientation and patterns integration. The context of computer game development is used to engage and motivate students, and it is additionally rich with design patterns. A case study is presented based on "EEClone," an arcade-style computer game implemented in Java. Our…

Background Music in Educational Games: Motivational Appeal and Cognitive Impact

ERIC Educational Resources Information Center

Linek, Stephanie B.; Marte, Birgit; Albert, Dietrich

2011-01-01

Most game-designers likely stick to the assumption that background music is a design feature for fostering fun and game play. From a psychological point of view, these (intuitive) aspects act upon the intrinsic motivation and the flow experience of players. However, from a pure cognitive perspective on instructional design, background music could…

Honing Emotional Intelligence with Game-Based Crucible Experiences

ERIC Educational Resources Information Center

Raybourn, Elaine M.

2011-01-01

The focus of the present paper is the design of multi-player role-playing game instances as crucible experiences for the exploration of one's emotional intelligence. Subsequent sections describe the design of game-based, intercultural crucible experiences and how this design was employed for training with members of the United States Marine Corps…

Using video games for volcanic hazard education and communication: an assessment of the method and preliminary results

NASA Astrophysics Data System (ADS)

Mani, Lara; Cole, Paul D.; Stewart, Iain

2016-07-01

This paper presents the findings from a study aimed at understanding whether video games (or serious games) can be effective in enhancing volcanic hazard education and communication. Using the eastern Caribbean island of St. Vincent, we have developed a video game - St. Vincent's Volcano - for use in existing volcano education and outreach sessions. Its twin aims are to improve residents' knowledge of potential future eruptive hazards (ash fall, pyroclastic flows and lahars) and to integrate traditional methods of education in a more interactive manner. Here, we discuss the process of game development including concept design through to the final implementation on St. Vincent. Preliminary results obtained from the final implementation (through pre- and post-test knowledge quizzes) for both student and adult participants provide indications that a video game of this style may be effective in improving a learner's knowledge. Both groups of participants demonstrated a post-test increase in their knowledge quiz score of 9.3 % for adults and 8.3 % for students and, when plotted as learning gains (Hake, 1998), show similar overall improvements (0.11 for adults and 0.09 for students). These preliminary findings may provide a sound foundation for the increased integration of emerging technologies within traditional education sessions. This paper also shares some of the challenges and lessons learnt throughout the development and testing processes and provides recommendations for researchers looking to pursue a similar study.

A Biotic Game Design Project for Integrated Life Science and Engineering Education

PubMed Central

Denisin, Aleksandra K.; Rensi, Stefano; Sanchez, Gabriel N.; Quake, Stephen R.; Riedel-Kruse, Ingmar H.

2015-01-01

Engaging, hands-on design experiences are key for formal and informal Science, Technology, Engineering, and Mathematics (STEM) education. Robotic and video game design challenges have been particularly effective in stimulating student interest, but equivalent experiences for the life sciences are not as developed. Here we present the concept of a "biotic game design project" to motivate student learning at the interface of life sciences and device engineering (as part of a cornerstone bioengineering devices course). We provide all course material and also present efforts in adapting the project's complexity to serve other time frames, age groups, learning focuses, and budgets. Students self-reported that they found the biotic game project fun and motivating, resulting in increased effort. Hence this type of design project could generate excitement and educational impact similar to robotics and video games. PMID:25807212

A biotic game design project for integrated life science and engineering education.

PubMed

Cira, Nate J; Chung, Alice M; Denisin, Aleksandra K; Rensi, Stefano; Sanchez, Gabriel N; Quake, Stephen R; Riedel-Kruse, Ingmar H

2015-03-01

Engaging, hands-on design experiences are key for formal and informal Science, Technology, Engineering, and Mathematics (STEM) education. Robotic and video game design challenges have been particularly effective in stimulating student interest, but equivalent experiences for the life sciences are not as developed. Here we present the concept of a "biotic game design project" to motivate student learning at the interface of life sciences and device engineering (as part of a cornerstone bioengineering devices course). We provide all course material and also present efforts in adapting the project's complexity to serve other time frames, age groups, learning focuses, and budgets. Students self-reported that they found the biotic game project fun and motivating, resulting in increased effort. Hence this type of design project could generate excitement and educational impact similar to robotics and video games.

Play

NASA Astrophysics Data System (ADS)

Harteveld, Casper

Designing a game with a serious purpose involves considering the worlds of Reality and Meaning yet it is undeniably impossible to create a game without a third world, one that is specifically concerned with what makes a game a game: the play elements. This third world, the world of people like designers and artists, and disciplines as computer science and game design, I call the world of Play and this level is devoted to it. The level starts off with some of the misperceptions people have of play. Unlike some may think, we play all the time, even when we grow old—this was also very noticeable in designing the game Levee Patroller as the team exhibited very playful behavior at many occasions. From there, I go into the aspects that characterize this world. The first concerns the goal of the game. This relates to the objectives people have to achieve within the game. This is constituted by the second aspect: the gameplay. Taking actions and facing challenges is subsequently constituted by a gameworld, which concerns the third aspect. And all of it is not possible without the fourth and final aspect, the type of technology that creates and facilitates the game. The four aspects together make up a “game concept” and from this world such a concept can be judged on the basis of three closely interrelated criteria: engagement, immersion, and fun.

Get Organized at Work! A Look inside the Game Design Process of Valve and Linden Lab

ERIC Educational Resources Information Center

van der Graaf, Shenja

2012-01-01

This article considers the configuration of modular and temporary organization designs. By drawing on two prominent developer firms, namely, Valve Inc. and Linden Lab, respectively, "cabals" and "studios" are explored. The results of interviews conducted with employees of these firms are used as evidence. The article demonstrates that, to various…

Concept Development of the Eindhoven Diabetes Education Simulator Project.

PubMed

Maas, Anne H; van der Molen, Pieta; van de Vijver, Reinier; Chen, Wei; van Pul, Carola; Cottaar, Eduardus J E; van Riel, Natal A W; Hilbers, Peter A J; Haak, Harm R

2016-04-01

This study was designed to define the concept of an educational diabetes game following a user-centered design approach. The concept development of the Eindhoven Diabetes Education Simulator (E-DES) project can be divided in two phases: concept generation and concept evaluation. Four concepts were designed by the multidisciplinary development team based on the outcomes of user interviews. Four other concepts resulted from the Diabetes Game Jam. Several users and experts evaluated the concepts. These user evaluations and a feasibility analysis served as input for an overall evaluation and discussion by the development team resulting in the final concept choice. The four concepts of the development team are a digital board game, a quiz platform, a lifestyle simulator, and a puzzle game. The Diabetes Game Jam resulted in another digital board game, two mobile swipe games, and a fairy tale-themed adventure game. The combined user evaluations and feasibility analysis ranked the quiz platform and the digital board game equally high. Each of these games fits one specific subgroup of users best: the quiz platform best fits an eager-to-learn, more individualistic patient, whereas the board game best fits a less-eager-to-learn, family-oriented patient. The choice for a specific concept is therefore highly dependent on the choice of our specific target audience. The user-centered design approach with multiple evaluations has enabled us to choose the most promising concept from eight different options. A digital board game is chosen for further development because the target audience for E-DES is the less-motivated, family-oriented patients.

Improving Simulated Annealing by Replacing Its Variables with Game-Theoretic Utility Maximizers

NASA Technical Reports Server (NTRS)

Wolpert, David H.; Bandari, Esfandiar; Tumer, Kagan

2001-01-01

The game-theory field of Collective INtelligence (COIN) concerns the design of computer-based players engaged in a non-cooperative game so that as those players pursue their self-interests, a pre-specified global goal for the collective computational system is achieved as a side-effect. Previous implementations of COIN algorithms have outperformed conventional techniques by up to several orders of magnitude, on domains ranging from telecommunications control to optimization in congestion problems. Recent mathematical developments have revealed that these previously developed algorithms were based on only two of the three factors determining performance. Consideration of only the third factor would instead lead to conventional optimization techniques like simulated annealing that have little to do with non-cooperative games. In this paper we present an algorithm based on all three terms at once. This algorithm can be viewed as a way to modify simulated annealing by recasting it as a non-cooperative game, with each variable replaced by a player. This recasting allows us to leverage the intelligent behavior of the individual players to substantially improve the exploration step of the simulated annealing. Experiments are presented demonstrating that this recasting significantly improves simulated annealing for a model of an economic process run over an underlying small-worlds topology. Furthermore, these experiments reveal novel small-worlds phenomena, and highlight the shortcomings of conventional mechanism design in bounded rationality domains.

Research-informed Outreach informs Research: Using games to inform and understand farmer decisions in Sri Lanka

NASA Astrophysics Data System (ADS)

Gunda, T.; Yeung, K.; Hornberger, G. M.

2016-12-01

Researchers from the Agricultural Decision Making and Adaptation to Precipitation Trends in Sri Lanka (ADAPT-SL) team have been working for the past six years to understand Sri Lanka's agricultural vulnerability to climate change and how farmers and policy makers can adapt to and mitigate the variety of threats and uncertainties that climate change brings. In addition to academic publications, the compiled and developed knowledge from the ADAPT-SL research efforts are shared routinely with Sri Lankan stakeholders directly. While presentations are the norm for academic and government stakeholder outreach, we decided that an interactive component would increase farmers' learning. Drawing on teaching pedagogies, we designed a place-based, hands-on game that incorporated local climate and market characteristics to convey the impact of climate change on crop water needs for the Sri Lanka farmers. The process of developing the game, however, revealed gaps in our research knowledge, specifically regarding how farmers balance uncertainties associated with weather and market conditions. So we took advantage of the opportunity offered by the outreach effort to collect data; findings from the game led to the development of a system dynamics model. The game was well received by farmers and other Sri Lankan stakeholders in January 2016, with the former expressing that they played the game as if it was emulating actual farming decisions. The farmers also expressed a desire for more outreach efforts to be designed in such an interactive way. The game has since been used to engage U.S. students (from 5th grade to college seniors majoring in Sociology) regarding the complexities of tackling climate change issues.

STEM@School: an engaging Serious Game!

NASA Astrophysics Data System (ADS)

terracina, annalisa; mecella, massimo

2016-04-01

Over the last ten years, the way in which education and training is delivered has changed considerably with the advent of new technologies. Thus, technology should be a prominent part of the learning process and should be intended as a support for teachers and learners. One new technology that holds considerable promise for helping to engage learners is Games-Based Learning (GBL). The term game is quite ambiguous, that means that researchers, game designers, parents, students, teachers, etc. have a different concept of games. In this research, we intend games as inquiry based laboratories in which participants are able to imagine, engage with, and reflect upon their experiences. Gaming and schooling have developed into two distinct "knowledge traditions" that often rely on opposing validity criteria for determining what counts and what does not count as relevant knowledge. To avoid that dichotomy, GBL should integrate different aspects that are related to the knowledge itself, to pedagogical aspects, to scenario-based and every day practice. In the above scenario we matured the idea to develop a serious game that integrates the most up-to-date technologies in new teaching trends: Virtual Learning Environments (VLEs) and Intelligent Pedagogical Agents (IPAs). The main idea of our research is a VLE that in turn is a role playing game. The role playing game is a social game in which each student becomes a player with her abilities and her tasks. In order to succeed, all the players should work to achieve a common objective/goal. The storyboard is designed in a way that there is an evolution in the role playing game and a progress in the level of learning as well. The idea of helping students in the process of learning in a different way with respect to the classical approach finds support in many psychological studies and previous work, in particular we refer to Howard Gardner theory (1983): "We might think of the topic as a room with at least five doors or entry points into it. Students vary as to which entry point is most appropriate for them and which routes are most comfortable to follow once they have gained initial access to the room. Awareness of these entry points can help the teacher to introduce new materials in ways in which they can be easily grasped by a range of students; then, as students explore other entry points, they have the chance to develop those multiple perspectives that are the best antidote to stereotypical thinking". In the above scenario, students face with numerous learning opportunities and therefore require intelligent support and guidance. The use of IPAs is proposed as support during the game evolution and each student has its own IPA: they act as learning facilitators and guide the learners in the virtual environment, by explaining topics, answering questions, giving feedbacks, helping the learners to collaborate with others, providing personalized learning support.

Distributed medical image analysis and diagnosis through crowd-sourced games: a malaria case study.

PubMed

Mavandadi, Sam; Dimitrov, Stoyan; Feng, Steve; Yu, Frank; Sikora, Uzair; Yaglidere, Oguzhan; Padmanabhan, Swati; Nielsen, Karin; Ozcan, Aydogan

2012-01-01

In this work we investigate whether the innate visual recognition and learning capabilities of untrained humans can be used in conducting reliable microscopic analysis of biomedical samples toward diagnosis. For this purpose, we designed entertaining digital games that are interfaced with artificial learning and processing back-ends to demonstrate that in the case of binary medical diagnostics decisions (e.g., infected vs. uninfected), with the use of crowd-sourced games it is possible to approach the accuracy of medical experts in making such diagnoses. Specifically, using non-expert gamers we report diagnosis of malaria infected red blood cells with an accuracy that is within 1.25% of the diagnostics decisions made by a trained medical professional.

Music and Video Gaming during Breaks: Influence on Habitual versus Goal-Directed Decision Making.

PubMed

Liu, Shuyan; Schad, Daniel J; Kuschpel, Maxim S; Rapp, Michael A; Heinz, Andreas

2016-01-01

Different systems for habitual versus goal-directed control are thought to underlie human decision-making. Working memory is known to shape these decision-making systems and their interplay, and is known to support goal-directed decision making even under stress. Here, we investigated if and how decision systems are differentially influenced by breaks filled with diverse everyday life activities known to modulate working memory performance. We used a within-subject design where young adults listened to music and played a video game during breaks interleaved with trials of a sequential two-step Markov decision task, designed to assess habitual as well as goal-directed decision making. Based on a neurocomputational model of task performance, we observed that for individuals with a rather limited working memory capacity video gaming as compared to music reduced reliance on the goal-directed decision-making system, while a rather large working memory capacity prevented such a decline. Our findings suggest differential effects of everyday activities on key decision-making processes.

Music and Video Gaming during Breaks: Influence on Habitual versus Goal-Directed Decision Making

PubMed Central

Kuschpel, Maxim S.; Rapp, Michael A.; Heinz, Andreas

2016-01-01

Different systems for habitual versus goal-directed control are thought to underlie human decision-making. Working memory is known to shape these decision-making systems and their interplay, and is known to support goal-directed decision making even under stress. Here, we investigated if and how decision systems are differentially influenced by breaks filled with diverse everyday life activities known to modulate working memory performance. We used a within-subject design where young adults listened to music and played a video game during breaks interleaved with trials of a sequential two-step Markov decision task, designed to assess habitual as well as goal-directed decision making. Based on a neurocomputational model of task performance, we observed that for individuals with a rather limited working memory capacity video gaming as compared to music reduced reliance on the goal-directed decision-making system, while a rather large working memory capacity prevented such a decline. Our findings suggest differential effects of everyday activities on key decision-making processes. PMID:26982326

Excessive and addictive gaming control using counselling agent in online game design

NASA Astrophysics Data System (ADS)

Ididi, Italumeh O.; Hassan, Sa'adah; Ghani, Abdul Azim Abd; Ali, Norhayati Mohd

2017-10-01

In recent times, online game play has become a food for thought to concerned individuals, researchers and authorities of various countries due to its excessive and addictive usage. Although, various government have taken certain measures such as shutting down internet cafe at certain hours of the day, censoring the most brutal, offensive and aggressive sections of certain games before they are released. Researchers have advised developers on ways of limiting harm on players by suggesting design changes on time limit. Furthermore, researchers have also suggested that online game distributors ought to make available appropriate referral services. The impart of the above are yet to make any remarkable impact on players. In this paper, we have proposed a Counseling Agent model integrating informative and self-appraisal messages in online game design as a control measure. Informative and self-appraisal messaging in games have proven optimistic through making positive impact on player's thoughts and behavior towards gaming. These messages are expected to remind players about the negative impact of excessive and addictive gaming habits, as well as suggesting possible reductive solutions through message streaming.

Dance-Based ExerGaming: User Experience Design Implications for Maximizing Health Benefits Based on Exercise Intensity and Perceived Enjoyment

NASA Astrophysics Data System (ADS)

Thin, Alasdair G.; Poole, Nicola

Dance is a form of exercise that is considered to have widespread popular appeal and in particular to adolescent females. Dance-based body-movement controlled video games are a popular form of ExerGaming that is being adopted for use in school-based physical activity health promotion programs. The results of this study indicate that the game play mechanics and skill demands of the dance-based ExerGames would appear to have limited the subjects' level of physical exertion over the period of study. After training there was an increase in enjoyment rating for the Step Aerobics game which appears related to a perceptible improvement in game performance. It is therefore recommended that ExerGames should be designed with very low initial skill demands in order to maximize the user's level of exertion and to realize and reward progress, thereby helping to promote an enjoyable exercise experience and counterbalance any sense of exertional discomfort. Keywords: exercise; health promotion; exergaming; user experience; design; video game; enjoyment.

Game engines and immersive displays

NASA Astrophysics Data System (ADS)

Chang, Benjamin; Destefano, Marc

2014-02-01

While virtual reality and digital games share many core technologies, the programming environments, toolkits, and workflows for developing games and VR environments are often distinct. VR toolkits designed for applications in visualization and simulation often have a different feature set or design philosophy than game engines, while popular game engines often lack support for VR hardware. Extending a game engine to support systems such as the CAVE gives developers a unified development environment and the ability to easily port projects, but involves challenges beyond just adding stereo 3D visuals. In this paper we outline the issues involved in adapting a game engine for use with an immersive display system including stereoscopy, tracking, and clustering, and present example implementation details using Unity3D. We discuss application development and workflow approaches including camera management, rendering synchronization, GUI design, and issues specific to Unity3D, and present examples of projects created for a multi-wall, clustered, stereoscopic display.

Playing interprofessional games: reflections on using the Interprofessional Education Game (iPEG).

PubMed

Joseph, Sundari; Diack, Lesley

2015-05-01

This report explores the relevance of gaming in IPE curriculum design with the use of the Interprofessional Education Game (iPEG) as an activity aimed to achieve positive interprofessional learning outcomes for students. It was designed to enable the understanding of professional roles and responsibilities in patient/client care settings. We provide a description of its implementation and evaluation with first year student cohorts (900+ per cohort) over a 3-year period within an established interprofessional education (IPE) programme. The game encapsulates fun and memorable learning styles to explore professional stereotypes and team approaches to care delivery. It can be a valuable teaching tool for those designing IPE curriculum. Evaluation data from students and staff were mainly positive. We discuss the use of the game and its potential to be adapted in flexible and creative ways to assist educators in consider incorporating gaming within their own IPE programmes.

Complex virtual urban environment modeling from CityGML data and OGC web services: application to the SIMFOR project

NASA Astrophysics Data System (ADS)

Chambelland, Jean-Christophe; Gesquière, Gilles

2012-03-01

Due to the advances in computer graphics and network speed it is possible to navigate in 3D virtual world in real time. This technology proposed for example in computer games, has been adapted for training systems. In this context, a collaborative serious game for urban crisis management called SIMFOR is born in France. This project has been designed for intensive realistic training and consequently must allow the players to create new urban operational theatres. In this goal, importing, structuring, processing and exchanging 3D urban data remains an important underlying problem. This communication will focus on the design of the 3D Environment Editor (EE) and the related data processes needed to prepare the data flow to be exploitable by the runtime environment of SIMFOR. We will use solutions proposed by the Open Geospatial Consortium (OGC) to aggregate and share data. A presentation of the proposed architecture will be given. The overall design of the EE and some strategies for efficiently analyzing, displaying and exporting large amount of urban CityGML information will be presented. An example illustrating the potentiality of the EE and the reliability of the proposed data processing will be proposed.

A Survey of Educational Games as Interaction Design Tools for Affective Learning: Thematic Analysis Taxonomy

ERIC Educational Resources Information Center

Yusoff, Zarwina; Kamsin, Amirrudin; Shamshirband, Shahaboddin; Chronopoulos, Anthony T.

2018-01-01

A Computer game is the new platform in generating learning experiences for educational purposes. There are many educational games that have been used as an interaction design tool in a learning environment to enhance students learning outcomes. However, research also claims that playing video games can have a negative impact on student behavior,…

Serious Game Leverages Productive Negativity to Facilitate Conceptual Change in Undergraduate Molecular Biology: A Mixed-Methods Randomized Controlled Trial

ERIC Educational Resources Information Center

Gauthier, Andrea; Jenkinson, Jodie

2017-01-01

We designed a serious game, MolWorlds, to facilitate conceptual change about molecular emergence by using game mechanics (resource management, immersed 3rd person character, sequential level progression, and 3-star scoring system) to encourage cycles of productive negativity. We tested the value-added effect of game design by comparing and…

An Evaluation of Neurogames®: A Collection of Computer Games Designed to Improve Literacy and Numeracy

ERIC Educational Resources Information Center

Khan, Misbah Mahmood; Reed, Jonathan

2011-01-01

Games Based Learning needs to be linked to good learning theory to become an important educational intervention. This study examines the effectiveness of a collection of computer games called Neurogames®. Neurogames are a group of computer games aimed at improving reading and basic maths and are designed using neuropsychological theory. The…

Teaching Intelligent Design or Sparking Interest in Science? What Players Do with Will Wright's Spore

ERIC Educational Resources Information Center

Owens, Trevor

2012-01-01

The 2008 commercial video game "Spore" allowed more than a million players to design their own life forms. Starting from single-celled organisms players played through a caricature of natural history. Press coverage of the game's release offer two frames for thinking about the implications of the game. Some scientists and educators saw the game as…

Mitigation of Cognitive Bias with a Serious Game: Two Experiments Testing Feedback Timing and Source

ERIC Educational Resources Information Center

Dunbar, Norah E.; Jensen, Matthew L.; Miller, Claude H.; Bessarabova, Elena; Lee, Yu-Hao; Wilson, Scott N.; Elizondo, Javier; Adame, Bradley J.; Valacich, Joseph; Straub, Sara; Burgoon, Judee K.; Lane, Brianna; Piercy, Cameron W.; Wilson, David; King, Shawn; Vincent, Cindy; Schuetzler, Ryan M.

2017-01-01

One of the benefits of using digital games for education is that games can provide feedback for learners to assess their situation and correct their mistakes. We conducted two studies to examine the effectiveness of different feedback design (timing, duration, repeats, and feedback source) in a serious game designed to teach learners about…

Digital Games for Young Children Ages Three to Six: From Research to Design

ERIC Educational Resources Information Center

Lieberman, Debra A.; Fisk, Maria Chesley; Biely, Erica

2009-01-01

Young children ages 3 to 6 play a wide range of digital games, which are now available on large screens, handheld screens, electronic learning systems, and electronic toys, and their time spent with games is growing. This article examines effects of digital games and how they could be designed to best serve children's needs. A small body of…

Essential Features of Serious Games Design in Higher Education: Linking Learning Attributes to Game Mechanics

ERIC Educational Resources Information Center

Lameras, Petros; Arnab, Sylvester; Dunwell, Ian; Stewart, Craig; Clarke, Samantha; Petridis, Panagiotis

2017-01-01

This paper consolidates evidence and material from a range of specialist and disciplinary fields to provide an evidence-based review and synthesis on the design and use of serious games in higher education. Search terms identified 165 papers reporting conceptual and empirical evidence on how learning attributes and game mechanics may be planned,…

Playing and Learning: An iPad Game Development & Implementation Case Study

ERIC Educational Resources Information Center

Jenson, Jennifer; de Castell, Suzanne; Muehrer, Rachel; McLaughlin-Jenkins, Erin

2016-01-01

There is a great deal of enthusiasm for the use of games in formal educational contexts; however, there is a notable and problematic lack of studies that make use of replicable study designs to empirically link games to learning (Young, et al., 2012). This paper documents the iterative design and development of an educationally focused game,…

Games and Diabetes

PubMed Central

Lazem, Shaimaa; Webster, Mary; Holmes, Wayne; Wolf, Motje

2015-01-01

Here we review 18 articles that describe the design and evaluation of 1 or more games for diabetes from technical, methodological, and theoretical perspectives. We undertook searches covering the period 2010 to May 2015 in the ACM, IEEE, Journal of Medical Internet Research, Studies in Health Technology and Informatics, and Google Scholar online databases using the keywords “children,” “computer games,” “diabetes,” “games,” “type 1,” and “type 2” in various Boolean combinations. The review sets out to establish, for future research, an understanding of the current landscape of digital games designed for children with diabetes. We briefly explored the use and impact of well-established learning theories in such games. The most frequently mentioned theoretical frameworks were social cognitive theory and social constructivism. Due to the limitations of the reported evaluation methodologies, little evidence was found to support the strong promise of games for diabetes. Furthermore, we could not establish a relation between design features and the game outcomes. We argue that an in-depth discussion about the extent to which learning theories could and should be manifested in the design decisions is required. PMID:26337753

50 CFR 32.30 - Hawaii.

Code of Federal Regulations, 2010 CFR

2010-10-01

.... Migratory Game Bird Hunting. [Reserved] B. Upland Game Hunting. [Reserved] C. Big Game Hunting. Hunters may... National Wildlife Refuge A. Migratory Game Bird Hunting. [Reserved] B. Upland Game Hunting. [Reserved] C. Big Game Hunting. [Reserved] D. Sport Fishing. Fishing is permitted on designated areas of the refuge...

50 CFR 32.30 - Hawaii.

Code of Federal Regulations, 2011 CFR

2011-10-01

.... Migratory Game Bird Hunting. [Reserved] B. Upland Game Hunting. [Reserved] C. Big Game Hunting. Hunters may... National Wildlife Refuge A. Migratory Game Bird Hunting. [Reserved] B. Upland Game Hunting. [Reserved] C. Big Game Hunting. [Reserved] D. Sport Fishing. Fishing is permitted on designated areas of the refuge...

On the Need for Research Evidence to Guide the Design of Computer Games for Learning

ERIC Educational Resources Information Center

Mayer, Richard E.

2015-01-01

Computer games for learning (also called video games or digital games) have potential to improve education. This is the intriguing idea that motivates this special issue of the "Educational Psychologist" on "Psychological Perspectives on Digital Games and Learning." Computer games for learning are games delivered via computer…

78 FR 24061 - Minimum Technical Standards for Class II Gaming Systems and Equipment

Federal Register 2010, 2011, 2012, 2013, 2014

2013-04-24

... Register that established technical standards for ensuring the integrity of electronic Class II games and aids. 73 FR 60508, Oct. 10, 2008. The technical standards were designed to assist tribal gaming... Class II gaming systems. The standards did not classify which games were Class II games and which games...

Collaborative Gaming: Teaching Children about Complex Systems and Collective Behavior

ERIC Educational Resources Information Center

Peppler, Kylie; Danish, Joshua A.; Phelps, David

2013-01-01

Although games--including board games, video games, and Massive Multiplayer Online Games--have garnered significant attention in recent years for their impact on educational outcomes, a primary focus of this interest is the transfer of knowledge from game to nongame settings. Building on this literature, our research explores how game designs that…

Fun with Mission Control: Learning Science and Technology by Sitting in the Driver's Seat

NASA Astrophysics Data System (ADS)

Fitzpatrick, A. J.; Fisher, D. K.; Leon, N.; Novati, A.; Chmielewski, A. B.; Karlson, D. K.

2012-12-01

We will demonstrate and discuss iOS games we have developed that simulate real space mission scenarios in simplified form. These games are designed to appeal to multiple generations, while educating and informing the player about the mission science and technology. Such interactive games for mobile devices can reach an audience that might otherwise be inaccessible. However, developing in this medium comes with its own set of challenges. Touch screen input demands a different type of interface and defines new rules for user interaction. Communicating informative messages to an audience on the go also poses unique challenges. The organization and delivery of the content needs to consider that the users are often distracted by their environments or have only short blocks of time in which to become involved with the activity. The first game, "Comet Quest," simulates the Rosetta mission. Rosetta, sponsored by the European Space Agency, with important contributions from NASA, is on its way to Comet 67P/Churyumov-Gerasimenko. It will orbit the comet and drop a lander on the nucleus. It will continue to orbit for two years as the comet approaches the Sun. Both orbiter and lander will make measurements and observations and transmit the data to Earth, in the first close study of a comet's evolution as it journeys to the inner solar system. In "Comet Quest," the player controls the release of the lander and records and transmits all the science data. The game is fun and challenging, no matter the player's skill level. Comet Quest includes a "Learn more" feature, with questions and simple, concise answers about comets and the Rosetta mission. "Rescue 406!" is another simulation game, this one enacting the process of rescuing individuals in distress using the Search And Rescue Satellite-Aided Tracking system, SARSAT. Development of this game was sponsored by NOAA's Geostationary Operational Environmental Satellite, R-series, program (GOES-R). This game incorporates the major components of the SARSAT technology. A "learn more" feature describes how the SARSAT process works. Both of these game concepts begin with the science and technology of real missions. They both involve realistic, albeit simplified, process scenarios. We were challenged to create compelling game play action that simultaneously fulfilled the overall objective to educate, engage, and inform a wide audience about important science and technology achievements.

Rules of the Game: Effects of a Game-based Metaphor on Instructional Activity Design and the Use of Student Mentors on Learning Outcomes in a Middle School General Science Class

NASA Astrophysics Data System (ADS)

Dowling, Angie

This study investigated the effects of a game-like environment on instructional activity design and the use of student mentors on learning outcomes in a middle school general science class. The participants for this study were 165 students, ages 13-14 years old, who were enrolled in 8th grade at a mid-Atlantic middle school. Two research questions were used to conduct the research: 1. Can science content be designed and successfully delivered instructionally using a game-like learning environment? 2. Does the use of student mentors/assistants help direct and maintain the flow of the class away from the technological issues toward the necessary learning outcomes while also increasing the science content understanding acquired by the mentors while also increasing class and student engagement? For this study an introductory biology unit was designed using a game-like curricular structure. Student mentors were utilized in order to aid focus on the content and not the technology. The results indicated that the instructional design of the unit using a game-like environment was successful and students exhibited learning. The mentor students were instrumental in steering their fellow students away from the “Siren’s Call” of the instrument (in this case StarLogo) and enabled increased focus on the content. Keywords: Trivial games, Serious Games, Epistemic Games, Student Mentors, StarLogo, Elaboration Theory.

A Systematic Review of Serious Games in Training Health Care Professionals.

PubMed

Wang, Ryan; DeMaria, Samuel; Goldberg, Andrew; Katz, Daniel

2016-02-01

Serious games are computer-based games designed for training purposes. They are poised to expand their role in medical education. This systematic review, conducted in accordance with PRISMA guidelines, aimed to synthesize current serious gaming trends in health care training, especially those pertaining to developmental methodologies and game evaluation. PubMed, EMBASE, and Cochrane databases were queried for relevant documents published through December 2014. Of the 3737 publications identified, 48 of them, covering 42 serious games, were included. From 2007 to 2014, they demonstrate a growth from 2 games and 2 genres to 42 games and 8 genres. Overall, study design was heterogeneous and methodological quality by MERQSI score averaged 10.5/18, which is modest. Seventy-nine percent of serious games were evaluated for training outcomes. As the number of serious games for health care training continues to grow, having schemas that organize how educators approach their development and evaluation is essential for their success.

A Case Study of Educational Computer Game Design by Middle School Students

ERIC Educational Resources Information Center

An, Yun-Jo

2016-01-01

Only a limited number of research studies have investigated how students design educational computer games and its impact on student learning. In addition, most studies on educational game design by students were conducted in the areas of mathematics and science. Using the qualitative case study approach, this study explored how seventh graders…

Computer Game Design Classes: The Students' and Professionals' Perspectives

ERIC Educational Resources Information Center

Swacha, Jakub; Skrzyszewski, Adam; Syslo, Wojciech A.

2010-01-01

There are multiple reasons that justify teaching computer game design. Its multi-aspectual nature creates opportunity to develop, at the same time, creativity, technical skills and ability to work in team. Thinking of game design classes, one needs direction on what to focus on so that the students could benefit the most. In this paper, we present…

Learning Problem-Solving through Making Games at the Game Design and Learning Summer Program

ERIC Educational Resources Information Center

Akcaoglu, Mete

2014-01-01

Today's complex and fast-evolving world necessitates young students to possess design and problem-solving skills more than ever. One alternative method of teaching children problem-solving or thinking skills has been using computer programming, and more recently, game-design tasks. In this pre-experimental study, a group of middle school…

Adapting Cognitive Walkthrough to Support Game Based Learning Design

ERIC Educational Resources Information Center

Farrell, David; Moffat, David C.

2014-01-01

For any given Game Based Learning (GBL) project to be successful, the player must learn something. Designers may base their work on pedagogical research, but actual game design is still largely driven by intuition. People are famously poor at unsupported methodical thinking and relying so much on instinct is an obvious weak point in GBL design…

Designing Role-Playing Video Games for Ethical Thinking

ERIC Educational Resources Information Center

Schrier, Karen

2017-01-01

How can we better design games, such as role-playing video games (RPGs), to support the practice of ethical thinking? Ethical thinking is a critical component of twenty-first century citizenship and we need to design ways to creatively support its practice. This study investigates how male participants, ages 18-34, make ethical decisions in three…

Designing Science Games and Science Toys from the Perspective of Scientific Creativity

ERIC Educational Resources Information Center

Demir Kaçan, Sibel

2015-01-01

This study was conducted with the participation of 21 pre-service science teachers attending the faculty of education of a university in Turkey. The study aims to evaluate pre-service science teachers' science games and science toy designs in terms of scientific creativity. Participants were given a four-week period to design science games or…

The Collins Center Update. Volume 3, Issue 4, July-September 2001

DTIC Science & Technology

2001-09-01

Centric Oper­ a tions, Assured Access, Speed of Effects , and In for ma tion/Knowl edge Advan tage—in a Small-Scale Contin gency set in 2011. The game...design also incor po rated the U.S. Air Force concept for Effects -Based Oper a tions (EBO), JFCOM’s concept for Rapid Deci­ sive Oper a tions (RDO...the “ effects based” planning process, the game illu mi nated poten tially signif i cant insights re gard ing “limited” war, rules of engage ment

Computer-based, Jeopardy™-like game in general chemistry for engineering majors

NASA Astrophysics Data System (ADS)

Ling, S. S.; Saffre, F.; Kadadha, M.; Gater, D. L.; Isakovic, A. F.

2013-03-01

We report on the design of Jeopardy™-like computer game for enhancement of learning of general chemistry for engineering majors. While we examine several parameters of student achievement and attitude, our primary concern is addressing the motivation of students, which tends to be low in a traditionally run chemistry lectures. The effect of the game-playing is tested by comparing paper-based game quiz, which constitutes a control group, and computer-based game quiz, constituting a treatment group. Computer-based game quizzes are Java™-based applications that students run once a week in the second part of the last lecture of the week. Overall effectiveness of the semester-long program is measured through pretest-postest conceptual testing of general chemistry. The objective of this research is to determine to what extent this ``gamification'' of the course delivery and course evaluation processes may be beneficial to the undergraduates' learning of science in general, and chemistry in particular. We present data addressing gender-specific difference in performance, as well as background (pre-college) level of general science and chemistry preparation. We outline the plan how to extend such approach to general physics courses and to modern science driven electives, and we offer live, in-lectures examples of our computer gaming experience. We acknowledge support from Khalifa University, Abu Dhabi

Playable Stories: Making Programming and 3D Role-Playing Game Design Personally and Socially Relevant

ERIC Educational Resources Information Center

Ingram-Goble, Adam

2013-01-01

This is an exploratory design study of a novel system for learning programming and 3D role-playing game design as tools for social change. This study was conducted at two sites. Participants in the study were ages 9-14 and worked for up to 15 hours with the platform to learn how to program and design video games with personally or socially…

Learning by playing: how to create the perfect learning game for and with optics

NASA Astrophysics Data System (ADS)

Haist, Tobias; Burla, Avinash

2010-08-01

For children, playing and learning is often one thing. They learn while playing and by playing the right games they learn a lot. It is therefore obvious that we should use (among other things) games in order to fascinate children for optics and to teach them the basic laws of optics. In this contribution we will introduce different optical games for children in preschool and elementary school. The majority of commercial learning games on the market do not achieve the ambitious goal of leading to fun and knowledge since very often there are serious design flaws within these games. We introduce ten design rules for learning games that will enable you to create your own successful learning game for a special topic. Exemplary, we will show games based on and for color mixing and polarization.

Cognitive benefits of computer games for older adults.

PubMed

Zelinski, Elizabeth M; Reyes, Ricardo

2009-01-01

The purpose of this paper is to develop a basis for the hypothesis that digital action games may produce cognitive benefits for older adults. First, a discussion of the relationship between cognitive and physical health shows the increasing weight given to the role of declines in cognition in the development of dependency in older adult population studies. Second, evidence that cognitive training produces 'far transfer' in elders is presented. The key issue is that one approach, known as extended practice training, has been successful in producing far transfer to memory and other processes. Its principles, which are consistent with those associated with positive brain plasticity effects, are identified. Those principles are then related to the mechanics of digital action games, which also have the important added feature of producing the experiences of presence, engagement, and flow, the subjective elements of game play that are likely to sustain interest and emotional investment in the skills practiced so that the play produces cognitive benefits. The specific cognitive abilities proposed to be improved by different types of game genres are outlined, and recent developments in game and interface design that may affect the willingness of older adults to play are described.

Cognitive benefits of computer games for older adults

PubMed Central

Zelinski, Elizabeth M.; Reyes, Ricardo

2010-01-01

The purpose of this paper is to develop a basis for the hypothesis that digital action games may produce cognitive benefits for older adults. First, a discussion of the relationship between cognitive and physical health shows the increasing weight given to the role of declines in cognition in the development of dependency in older adult population studies. Second, evidence that cognitive training produces ‘far transfer’ in elders is presented. The key issue is that one approach, known as extended practice training, has been successful in producing far transfer to memory and other processes. Its principles, which are consistent with those associated with positive brain plasticity effects, are identified. Those principles are then related to the mechanics of digital action games, which also have the important added feature of producing the experiences of presence, engagement, and flow, the subjective elements of game play that are likely to sustain interest and emotional investment in the skills practiced so that the play produces cognitive benefits. The specific cognitive abilities proposed to be improved by different types of game genres are outlined, and recent developments in game and interface design that may affect the willingness of older adults to play are described. PMID:25126043

The Yin and Yang of Formative Research in Designing Serious (Exer-)games.

PubMed

DeSmet, Ann; Palmeira, António; Beltran, Alicia; Brand, Leah; Davies, Vanessa Fernandes; Thompson, Debbe

2015-02-01

Despite its relevance, formative research on games may be an undervalued part of the game development process. At the 2014 International Society of Behavioral Nutrition and Physical Activity exergaming preconference satellite meeting, a roundtable discussion was held to assemble experiences and suggestions on enhancing the use of formative research in the development of active videogames (i.e., exergames). This article presents a summary of the concepts discussed. The discussants concluded that, although formative research may slightly expand the project timeline, the potential benefits include a game more in line with preferences of the intended users, with better operationalized theoretical constructs and broader stakeholder support, facilitating implementation and sustainability. It also improves the efficiency of other research parts because of a lower dropout rate of participants. Formative, qualitative research is thus a necessary complement to quantitative measurements of intervention outcomes, in a sort of Yin and Yang dynamic. An adapted version of formative research that casts a wider net may, however, be needed, involving both behavioral scientists and game developers, expanding the topics beyond the game's looks and soliciting the opinions of a larger group of stakeholders, such as implementers, gatekeepers, and funders.

Adjusting game difficulty level through Formal Concept Analysis

NASA Astrophysics Data System (ADS)

Gómez-Martín, Marco A.; Gómez-Martín, Pedro P.; Gonzâlez-Calero, Pedro A.; Díaz-Agudo, Belén

In order to reach as many players as possible, videogames usually allow the user to choose the difficulty level. To do it, game designers have to decide the values that some game parameters will have depending on that decision. In simple videogames this is almost trivial: minesweeper is harder with longer board sizes and number of mines. In more complex games, game designers may take advantage of data mining to establish which of all the possible parameters will affect positively to the player experience. This paper describes the use of Formal Concept Analysis to help to balance the game using the logs obtained in the tests made prior the release of the game.

Instructional games and activities for criticality safety training

DOE Office of Scientific and Technical Information (OSTI.GOV)

Bullard, B.; McBride, J.

1993-01-01

During the past several years, the Training and Management Systems Division (TMSD) staff of Oak Ridge Institute for Science and Education (ORISE) has designed and developed nuclear criticality safety (NCS) training programs that focus on high trainee involvement through the use of instructional games and activities. This paper discusses the instructional game, initial considerations for developing games, advantages and limitations of games, and how games may be used in developing and implementing NCS training. It also provides examples of the various instructional games and activities used in separate courses designed for Martin Marietta Energy Systems (MMES's) supervisors and U.S. Nuclearmore » Regulatory Commission (NRC) fuel facility inspectors.« less

Toward brain correlates of natural behavior: fMRI during violent video games.

PubMed

Mathiak, Klaus; Weber, René

2006-12-01

Modern video games represent highly advanced virtual reality simulations and often contain virtual violence. In a significant amount of young males, playing video games is a quotidian activity, making it an almost natural behavior. Recordings of brain activation with functional magnetic resonance imaging (fMRI) during gameplay may reflect neuronal correlates of real-life behavior. We recorded 13 experienced gamers (18-26 years; average 14 hrs/week playing) while playing a violent first-person shooter game (a violent computer game played in self-perspective) by means of distortion and dephasing reduced fMRI (3 T; single-shot triple-echo echo-planar imaging [EPI]). Content analysis of the video and sound with 100 ms time resolution achieved relevant behavioral variables. These variables explained significant signal variance across large distributed networks. Occurrence of violent scenes revealed significant neuronal correlates in an event-related design. Activation of dorsal and deactivation of rostral anterior cingulate and amygdala characterized the mid-frontal pattern related to virtual violence. Statistics and effect sizes can be considered large at these areas. Optimized imaging strategies allowed for single-subject and for single-trial analysis with good image quality at basal brain structures. We propose that virtual environments can be used to study neuronal processes involved in semi-naturalistic behavior as determined by content analysis. Importantly, the activation pattern reflects brain-environment interactions rather than stimulus responses as observed in classical experimental designs. We relate our findings to the general discussion on social effects of playing first-person shooter games. (c) 2006 Wiley-Liss, Inc.

Game-Based Learning in Science Education: A Review of Relevant Research

NASA Astrophysics Data System (ADS)

Li, Ming-Chaun; Tsai, Chin-Chung

2013-12-01

The purpose of this study is to review empirical research articles regarding game-based science learning (GBSL) published from 2000 to 2011. Thirty-one articles were identified through the Web of Science and SCOPUS databases. A qualitative content analysis technique was adopted to analyze the research purposes and designs, game design and implementation, theoretical backgrounds and learning foci of these reviewed studies. The theories and models employed by these studies were classified into four theoretical foundations including cognitivism, constructivism, the socio-cultural perspective, and enactivism. The results indicate that cognitivism and constructivism were the major theoretical foundations employed by the GBSL researchers and that the socio-cultural perspective and enactivism are two emerging theoretical paradigms that have started to draw attention from GBSL researchers in recent years. The analysis of the learning foci showed that most of the digital games were utilized to promote scientific knowledge/concept learning, while less than one-third were implemented to facilitate the students' problem-solving skills. Only a few studies explored the GBSL outcomes from the aspects of scientific processes, affect, engagement, and socio-contextual learning. Suggestions are made to extend the current GBSL research to address the affective and socio-contextual aspects of science learning. The roles of digital games as tutor, tool, and tutee for science education are discussed, while the potentials of digital games to bridge science learning between real and virtual worlds, to promote collaborative problem-solving, to provide affective learning environments, and to facilitate science learning for younger students are also addressed.

The Impact of a Racing Feature on Middle School Science Students' Performance in an Educational Game: The Effect of Content-Free Game-Actions

ERIC Educational Resources Information Center

Ault, Marilyn; Craig-Hare, Jana; Frey, Bruce

2016-01-01

Reason Racer is an online, rate-based, multiplayer game designed to engage middle school students in the knowledge and skills related to scientific argumentation. Several game features are included as design considerations unrelated to science content or argumentation. One specific feature, a competitive racing component that occurs in between…

Ubiquitous Games for Learning (UbiqGames): Weatherlings, a Worked Example

ERIC Educational Resources Information Center

Klopfer, E.; Sheldon, J.; Perry, J.; Chen, V. H. -H.

2012-01-01

This paper provides a rationale for a class of mobile, casual, and educational games, which we call UbiqGames. The study is motivated by the desire to understand how students use educational games in light of additional distractions on their devices, and how game design can make those games appealing, educationally useful, and practical. In…

Virtual Games for Real Learning: Learning Online with Serious Fun.

ERIC Educational Resources Information Center

Jasinski, Marie; Thiagarajan, Sivasailam

2000-01-01

Focuses on the use of e-mail games for learning. Discusses terminology; reasons for using virtual games; promoting person-to-person interaction online; how to play an e-mail game, including three examples of specific games; player reactions; design components; the functions for facilitating an e-mail game; and the game as an excuse for debriefing.…

What Can K-12 School Leaders Learn from Video Games and Gaming?

ERIC Educational Resources Information Center

Halverson, Richard

2005-01-01

Schools have much to learn from video games and the gaming community. By providing compelling activities for motivating otherwise indifferent learners, video games can potentially help teachers improve the design of learning environments. However, there are considerable rhetorical and practical barriers between the schooling and gaming communities…

Game-Based Learning: A Different Perspective

ERIC Educational Resources Information Center

Royle, Karl

2008-01-01

Because the goals of games and the object of school-based learning are fundamentally mismatched, efforts to integrate games into the curriculum have largely fallen flat despite the best intentions of teachers and the gaming industry. Arguing that educational game designers should be investigating ways to get education into games rather than…

Games and (Preparation for Future) Learning

ERIC Educational Resources Information Center

Hammer, Jessica; Black, John

2009-01-01

What makes games effective for learning? The authors argue that games provide vicarious experiences for players, which then amplify the effects of future, formal learning. However, not every game succeeds in doing so! Understanding why some games succeed and others fail at this task means investigating both a given game's design and the…

Challenges and opportunities: using a science-based video game in secondary school settings

NASA Astrophysics Data System (ADS)

Muehrer, Rachel; Jenson, Jennifer; Friedberg, Jeremy; Husain, Nicole

2012-12-01

Simulations and games are not new artifacts to the study of science in secondary school settings (Hug, Kriajcik and Marx 2005), however teachers remain skeptical as to their value, use and appropriateness (Rice 2006). The difficulty is not only the design and development of effective play environments that produce measurable changes in knowledge and/or understanding, but also in their on-the-ground use (Jaipal and Figg 2010). This paper reports on the use of a science-focused video game in five very different secondary school settings in Ontario, Canada. A mixed-methods approach was used in the study, and included data gathered on general gameplay habits and technology use, as well as informal interviews with teachers and students who played the game. In total, 161 participants played a series of games focused on the "life of a plant", and were given both a pre and post quiz to determine if the game helped them retain and/or change what they knew about scientific processes like plant cell anatomy and photosynthesis. Participants showed statistically significant improvement on quizzes that were taken after playing the game for approximately one-hour sessions, despite difficulties in some cases both accessing and playing the game for the full hour. Our findings also reveal the ongoing challenges in making use of technology in a variety of school sessions, even when using a browser-based game, that demanded very little other than a reliable internet connection.

An Interactive Immersive Serious Game Application for Kunyu Quantu World Map

NASA Astrophysics Data System (ADS)

Peng, S.-T.; Hsu, S.-Y.; Hsieh, K.-C.

2015-08-01

In recent years, more and more digital technologies and innovative concepts are applied on museum education. One of the concepts applied is "Serious game." Serious game is not designed for entertainment purpose but allows users to learn real world's cultural and educational knowledge in the virtual world through game-experiencing. Technologies applied on serious game are identical to those applied on entertainment game. Nowadays, the interactive technology applications considering users' movement and gestures in physical spaces are developing rapidly, which are extensively used in entertainment games, such as Kinect-based games. The ability to explore space via Kinect-based games can be incorporated into the design of serious game. The ancient world map, Kunyu Quantu, from the collection of the National Palace Museum is therefore applied in serious game development. In general, the ancient world map does not only provide geological information, but also contains museum knowledge. This particular ancient world map is an excellent content applied in games as teaching material. In the 17th century, it was first used by a missionary as a medium to teach the Kangxi Emperor of the latest geologic and scientific spirits from the West. On this map, it also includes written biological knowledge and climate knowledge. Therefore, this research aims to present the design of the interactive and immersive serious game based installation that developed from the rich content of the Kunyu Quantu World Map, and to analyse visitor's experience in terms of real world's cultural knowledge learning and interactive responses.

Lessons Learned Through the Implementation of an eHealth Physical Activity Gaming Intervention with High School Youth.

PubMed

Pope, Lizzy; Garnett, Bernice; Dibble, Marguerite

2018-04-01

To encourage high school students to meet physical activity goals using a newly developed game, and to document the feasibility, benefits, and challenges of using an electronic gaming application to promote physical activity in high school students. Working with youth and game designers an electronic game, Camp Conquer, was developed to motivate high school students to meet physical activity goals. One-hundred-five high school students were recruited to participate in a 12-week pilot test of the game and randomly assigned to a Game Condition or Control Condition. Students in both conditions received a FitBit to track their activity, and participants in the Game Condition received access to Camp Conquer. Number of steps and active minutes each day were tracked for all participants. FitBit use, game logins, and qualitative feedback from researchers, school personnel, and participants were used to determine intervention engagement. The majority of study participants did not consistently wear their FitBit or engage with the gaming intervention. Numerous design challenges and barriers to successful implementation such as the randomized design, absence of a true school-based champion, ease of use, and game glitches were identified. Developing games is an exciting technique for motivating the completion of a variety of health behaviors. Although the present intervention was not successful in increasing physical activity in high school students, important lessons were learned regarding how to best structure a gaming intervention for the high school population.

"Jiselle and the Royal Jelly": Power, Conflict and Culture in an Interdisciplinary Game Design Course

ERIC Educational Resources Information Center

Dickey, Michele D.

2010-01-01

With the rising popularity of digital games, a growing number of universities are developing programmes in various areas of digital design and interactive media to meet the needs for game-related courses. Faculty of this emerging field are grappling with the complexity of developing curricula which integrate art, design and technology and of…

Introduction to Chemical Engineering Reactor Analysis: A Web-Based Reactor Design Game

ERIC Educational Resources Information Center

Orbey, Nese; Clay, Molly; Russell, T.W. Fraser

2014-01-01

An approach to explain chemical engineering through a Web-based interactive game design was developed and used with college freshman and junior/senior high school students. The goal of this approach was to demonstrate how to model a lab-scale experiment, and use the results to design and operate a chemical reactor. The game incorporates both…

Combining Learning and Assessment in Assessment-Based Gaming Environments: A Case Study from a New York City School

ERIC Educational Resources Information Center

Zapata-Rivera, Diego; VanWinkle, Waverely; Doyle, Bryan; Buteux, Alyssa; Bauer, Malcolm

2009-01-01

Purpose: The purpose of this paper is to propose and demonstrate an evidence-based scenario design framework for assessment-based computer games. Design/methodology/approach: The evidence-based scenario design framework is presented and demonstrated by using BELLA, a new assessment-based gaming environment aimed at supporting student learning of…

Formulating a Serious-Games Design Project for Adult Offenders with the Probation Service

ERIC Educational Resources Information Center

Bates, Matthew Ian; Brown, David; Cranton, Wayne; Lewis, James

2011-01-01

This paper documents an investigation evaluating if adult offenders can benefit from a facilitated serious-games design project as part of their probation program. Research has observed a participatory design group of adult offenders working with their probation managers and a PhD researcher to create a new serious-game for use by the probation…

Building a Better Mousetrap: How Design-Based Research Was Used to Improve Homemade PowerPoint Games

ERIC Educational Resources Information Center

Siko, Jason P.; Barbour, Michael K.

2016-01-01

This paper is a review of a three-cycle, design-based research study that explored the relationship between the pedagogical research and the actual implementation of a game design project using Microsoft PowerPoint. Much of the initial literature on using homemade PowerPoint games showed no significant improvement in test scores when students…

"Game Remains": A Platform Design Grounded in Indigenous Knowledge Systems for Dialogue and Composition Play

ERIC Educational Resources Information Center

Martinez, Cristobal M.; Ingram-Goble, Adam; Twist, Kade L.; Chacon, Raven

2016-01-01

This article reviews the design and implementation of a game as an instrument for dialogue, both as a social tool and a shared interface for music performance. Beyond describing the design of "Game Remains," the article shares the details of an impact story of how an installation in Guelph's Musagetes Boarding House Arts in Canada has…

Designing a Health-Game Intervention Supporting Health Literacy and a Tobacco-Free Life in Early Adolescence.

PubMed

Parisod, Heidi; Pakarinen, Anni; Axelin, Anna; Danielsson-Ojala, Riitta; Smed, Jouni; Salanterä, Sanna

2017-08-01

The purpose of this study was to explore the design of a health game that aims to both support tobacco-related health literacy and a tobacco-free life in early adolescence and to meet adolescents' expectations. Data were collected from adolescents using an open-ended questionnaire (n = 83) and focus groups (n = 39) to obtain their view of a health game used for tobacco-related health education. The data were analyzed using thematic analysis. A group of experts combined the adolescents' views with theoretical information on health literacy and designed and produced the first version of the game. Adolescents (session 1, n = 16; session 3, n = 10; and session 4, n = 44) and health promotion professionals (session 2, n = 3) participated in testing the game. Feedback from testing sessions 3 and 4 was analyzed using descriptive statistics. Adolescents pointed out that the health game needs to approach the topic of tobacco delicately and focus on the adolescents' perspective and on the positive sides of a tobacco-free life rather than only on the negative consequences of tobacco. The adolescents expected the game to be of high quality, stimulating, and intellectually challenging and to offer possibilities for individualization. Elements from the adolescents' view and theoretical modelling were embedded into the design of a game called Fume. Feedback on the game was promising, but some points were highlighted for further development. Investing especially in high-quality design features, such as graphics and versatile content, using humoristic or otherwise stimulating elements, and maintaining sufficiently challenging gameplay would promote the acceptability of theory-based health games among adolescents.

D.E.E.P. Learning: Promoting Informal STEM Learning through Ocean Research Simulation Games

NASA Astrophysics Data System (ADS)

Simms, E.; Rohrlick, D.; Layman, C.; Peach, C. L.; Orcutt, J. A.; Keen, C. S.; Matthews, J.; Nsf Ooi-Ci Education; Public Engagement Team

2010-12-01

It is generally recognized that interactive digital games have the potential to promote the development of valuable learning and life skills, including data processing, decision-making, critical thinking, planning, communication and collaboration (Kirriemuir and MacFarlane, 2006). But the research and development of educational games, and the study of the educational value of interactive games in general, have lagged far behind the same efforts for games created for the purpose of entertainment. Our group is attempting to capitalize on the facts that games are now played in 67% of American households (ESA, 2010), and across a broad range of ages, by developing effective and engaging simulation games that promote Science, Technology, Engineering and Mathematics (STEM) literacy in informal science education institutions (ISEIs; e.g., aquariums, museums, science centers). In particular, we are developing games based on the popular Microsoft Xbox360 gaming platform and the free Microsoft XNA game development kit, which engage ISEI visitors in the exploration and understanding of the deep-sea environment. Known as Deep-sea Extreme Environment Pilot (D.E.E.P.), the games place players in the role of piloting a remotely-operated vehicle (ROV) to complete science-based objectives associated with the exploration of ocean observing systems and hydrothermal vent environments. In addition to creating a unique educational product, our efforts are intended to identify 1) the key elements of a successful STEM-based simulation game experience in an informal science education institution, and 2) which aspects of game design (e.g., challenge, curiosity, fantasy, personal recognition) are most effective at maximizing both learning and enjoyment. We will share our progress to date, including formative assessment results from testing the game prototypes at Birch Aquarium at Scripps, and discuss the potential benefits and challenges to interactive gaming as a tool to support STEM literacy.

Designing Business Games for the Service Industries.

ERIC Educational Resources Information Center

Sculli, Domenic; Ng, Wing Cheong

1985-01-01

Presents a conceptual framework for design of business games in which output is in the form of service. The framework is presented as three separate systems--the physical, the financial, and the external environment. A hotel management game is used to illustrate the discussion. (Author/MBR)

Serious electronic games as behavioural change interventions in healthcare-associated infections and infection prevention and control: a scoping review of the literature and future directions.

PubMed

Castro-Sánchez, Enrique; Kyratsis, Yiannis; Iwami, Michiyo; Rawson, Timothy M; Holmes, Alison H

2016-01-01

The uptake of improvement initiatives in infection prevention and control (IPC) has often proven challenging. Innovative interventions such as 'serious games' have been proposed in other areas to educate and help clinicians adopt optimal behaviours. There is limited evidence about the application and evaluation of serious games in IPC. The purposes of the study were: a) to synthesise research evidence on the use of serious games in IPC to support healthcare workers' behaviour change and best practice learning; and b) to identify gaps across the formulation and evaluation of serious games in IPC. A scoping study was conducted using the methodological framework developed by Arksey and O'Malley. We interrogated electronic databases (Ovid MEDLINE, Embase Classic + Embase, PsycINFO, Scopus, Cochrane, Google Scholar) in December 2015. Evidence from these studies was assessed against an analytic framework of intervention formulation and evaluation. Nine hundred sixty five unique papers were initially identified, 23 included for full-text review, and four finally selected. Studies focused on intervention inception and development rather than implementation. Expert involvement in game design was reported in 2/4 studies. Potential game users were not included in needs assessment and game development. Outcome variables such as fidelity or sustainability were scarcely reported. The growing interest in serious games for health has not been coupled with adequate evaluation of processes, outcomes and contexts involved. Explanations about the mechanisms by which game components may facilitate behaviour change are lacking, further hindering adoption.

Using educational games to promote the seeking of a pharmacist and to teach key medication use messages: results from an inner city health party.

PubMed

Burghardt, Kyle J; Bowman, Margo R; Hibino, Maho; Opong-Owusu, Barima K; Pokora, Tiffany D; Reeves, Katherine; Vile, Kellie M

2013-01-01

Low health literacy affects 80-90 million Americans with low-income, minority populations being more vulnerable to this condition. One method of addressing limited literacy that may be particularly well accepted within vulnerable populations is the use of educational board games in order to emphasize seeking health information from reliable sources such as pharmacists. The research objective was to determine if the use of educational board games could impact community pharmacy patron intentions to seek pharmacist advice in an urban, minority, economically-disadvantaged population. Four medication-related educational games were played at an urban community pharmacy under the leadership of pharmacy students in the setting of a health party. Game messages, design, and evaluation processes were uniquely guided by community members' input. A verbally administered questionnaire measured game impact via knowledge and perception questions with responses compared between a non-randomly allocated intervention group and a control group. Ninety-nine adults were included in the intervention (or game) group and 94 adults were in the control group. Game participants were significantly more likely than the control group to indicate they would seek pharmacist medication advice in the future. Educational board games played in the setting of a health party can be a fun and effective way to convey selected health messages within an urban, minority, economically disadvantaged population. Community input into game development and layering multiple strategies for overcoming health literacy barriers were essential components of this initiative. Published by Elsevier Inc.

Learning about the game: designing science games for a generation of gamers

NASA Astrophysics Data System (ADS)

Chmiel, Marjee

2012-12-01

This paper is a response to "Challenges and Opportunities: Using a science-based video game in secondary school settings" by Rachel Muehrer, Jennifer Jenson, Jeremy Friedberg, and Nicole Husain. The article highlights two critical areas that I argue require more research in the studies of video games in education. The first area focuses on the need to better understand how children interact with non-educational games, outside of the school setting. This includes issues such as "gamer culture" and game play styles. The better we understand these issues, the better educational game designers and implementers can imagine the kinds of behaviors that might be elicited from students when we bring educational games into their classroom. In this focus, the student is the unit of analysis, but it is the student in and out of the classroom: the way the student understands video games when she is at home, playing with friends, and at school. The second area focuses on the study of the classroom as a unit of analysis. As the authors of this study reveal, classroom cultures affect the reception and success of an educational game. This is to ask, how does a game play when students have to play it in pairs or groups for a lack of resources? What is the role of the teacher in the success of video game implementation? How does a game react to multiple server requests in a short period of time? These are issues that are still largely unexplored in the educational game design literature.

Game of Words: Prototype of a Digital Game Focusing on Oral Production (and Comprehension) through Asynchronous Interaction

ERIC Educational Resources Information Center

Loiseau, Mathieu; Hallal, Racha; Ballot, Pauline; Gazidedja, Ada

2016-01-01

In this paper, we present a learning game designed according to a strategy focusing on favouring the learners' "playful attitude". The game's modalities pertain to what we might call "guessing games". The chosen avatar of such guessing games both exists as learning and Commercial Off The Shelf (COTS) board games. We explain in…

Guidelines for Writing the Director's Manual for a Simulation Game.

ERIC Educational Resources Information Center

Fennessey, Gail M.

The Director's Manual is an important part of any simulation game. This paper provides an outline that will help the game designer prepare a well-organized and effective manual. Six sections that should be in the manual are discussed: the overview of the game, preparing for the game session, the game session, debriefing the game (the post game…

Building Systems from Scratch: an Exploratory Study of Students Learning About Climate Change

NASA Astrophysics Data System (ADS)

Puttick, Gillian; Tucker-Raymond, Eli

2018-01-01

Science and computational practices such as modeling and abstraction are critical to understanding the complex systems that are integral to climate science. Given the demonstrated affordances of game design in supporting such practices, we implemented a free 4-day intensive workshop for middle school girls that focused on using the visual programming environment, Scratch, to design games to teach others about climate change. The experience was carefully constructed so that girls of widely differing levels of experience were able to engage in a cycle of game design. This qualitative study aimed to explore the representational choices the girls made as they took up aspects of climate change systems and modeled them in their games. Evidence points to the ways in which designing games about climate science fostered emergent systems thinking and engagement in modeling practices as learners chose what to represent in their games, grappled with the realism of their respective representations, and modeled interactions among systems components. Given the girls' levels of programming skill, parts of systems were more tractable to create than others. The educational purpose of the games was important to the girls' overall design experience, since it influenced their choice of topic, and challenged their emergent understanding of climate change as a systems problem.

Investigating the Impact on Student Learning and Outdoor Science Interest through Modular Serious Educational Games: A Design-Based Research Study

ERIC Educational Resources Information Center

Folta, Elizabeth Eason

2010-01-01

In an effort to get children back outdoors and exploring the natural environment, a Modular Serious Educational Game (mSEG), Red Wolf Caper, was created as part of a design-based research study. Red Wolf Caper uses a combination of an augmented reality (AR) game and a serious educational game (SEG) to capture the students' interest in the natural…

50 CFR 32.66 - Virginia.

Code of Federal Regulations, 2011 CFR

2011-10-01

... Game Bird Hunting. [Reserved] B. Upland Game Hunting. [Reserved] C. Big Game Hunting. We allow hunting..., Virginia Department of Conservation & Recreation, and The Virginia Game and Inland Fisheries website... discharging of firearms within designated Safety Zones. We prohibit retrieval of wounded game from a “No...

Austin Community College Video Game Development Certificate

ERIC Educational Resources Information Center

McGoldrick, Robert

2008-01-01

The Video Game Development program is designed and developed by leaders in the Austin video game development industry, under the direction of the ACC Video Game Advisory Board. Courses are taught by industry video game developers for those who want to become video game developers. The program offers a comprehensive approach towards learning what's…

Video Game Learning Dynamics: Actionable Measures of Multidimensional Learning Trajectories

ERIC Educational Resources Information Center

Reese, Debbie Denise; Tabachnick, Barbara G.; Kosko, Robert E.

2015-01-01

Valid, accessible, reusable methods for instructional video game design and embedded assessment can provide actionable information enhancing individual and collective achievement. Cyberlearning through game-based, metaphor-enhanced learning objects (CyGaMEs) design and embedded assessment quantify player behavior to study knowledge discovery and…

50 CFR 32.57 - Pennsylvania.

Code of Federal Regulations, 2010 CFR

2010-10-01

..., rabbit, woodchuck, pheasant, quail, raccoon, fox, coyote, skunk, and opossum on designated areas of the... watercraft for big game hunting. D. Sport Fishing. We allow fishing on designated areas of the refuge in.... Upland Game Hunting. [Reserved] C. Big Game Hunting. [Reserved] D. Sport Fishing. We allow sport fishing...

Design of video games for children's diet and physical activity behavior change

USDA-ARS?s Scientific Manuscript database

Serious video games (VG) offer new opportunities for promoting health related diet, and physical activity change among children. Games can be designed to use storylines, characters, and behavior change procedures, including modeling (e.g., engaging characters make changes themselves, and face and ov...

High User Control in Game Design Elements Increases Compliance and In-game Performance in a Memory Training Game.

PubMed

Nagle, Aniket; Riener, Robert; Wolf, Peter

2015-01-01

Computer games are increasingly being used for training cognitive functions like working memory and attention among the growing population of older adults. While cognitive training games often include elements like difficulty adaptation, rewards, and visual themes to make the games more enjoyable and effective, the effect of different degrees of afforded user control in manipulating these elements has not been systematically studied. To address this issue, two distinct implementations of the three aforementioned game elements were tested among healthy older adults (N = 21, 69.9 ± 6.4 years old) playing a game-like version of the n-back task on a tablet at home for 3 weeks. Two modes were considered, differentiated by the afforded degree of user control of the three elements: user control of difficulty vs. automatic difficulty adaptation, difficulty-dependent rewards vs. automatic feedback messages, and user choice of visual theme vs. no choice. The two modes ("USER-CONTROL" and "AUTO") were compared for frequency of play, duration of play, and in-game performance. Participants were free to play the game whenever and for however long they wished. Participants in USER-CONTROL exhibited significantly higher frequency of playing, total play duration, and in-game performance than participants in AUTO. The results of the present study demonstrate the efficacy of providing user control in the three game elements, while validating a home-based study design in which participants were not bound by any training regimen, and could play the game whenever they wished. The results have implications for designing cognitive training games that elicit higher compliance and better in-game performance, with an emphasis on home-based training.

High User Control in Game Design Elements Increases Compliance and In-game Performance in a Memory Training Game

PubMed Central

Nagle, Aniket; Riener, Robert; Wolf, Peter

2015-01-01

Computer games are increasingly being used for training cognitive functions like working memory and attention among the growing population of older adults. While cognitive training games often include elements like difficulty adaptation, rewards, and visual themes to make the games more enjoyable and effective, the effect of different degrees of afforded user control in manipulating these elements has not been systematically studied. To address this issue, two distinct implementations of the three aforementioned game elements were tested among healthy older adults (N = 21, 69.9 ± 6.4 years old) playing a game-like version of the n-back task on a tablet at home for 3 weeks. Two modes were considered, differentiated by the afforded degree of user control of the three elements: user control of difficulty vs. automatic difficulty adaptation, difficulty-dependent rewards vs. automatic feedback messages, and user choice of visual theme vs. no choice. The two modes (“USER-CONTROL” and “AUTO”) were compared for frequency of play, duration of play, and in-game performance. Participants were free to play the game whenever and for however long they wished. Participants in USER-CONTROL exhibited significantly higher frequency of playing, total play duration, and in-game performance than participants in AUTO. The results of the present study demonstrate the efficacy of providing user control in the three game elements, while validating a home-based study design in which participants were not bound by any training regimen, and could play the game whenever they wished. The results have implications for designing cognitive training games that elicit higher compliance and better in-game performance, with an emphasis on home-based training. PMID:26635681

Don't Push Your Luck! Educational Family Board (Not Bored) Game for School-Age Children Living with Chronic Conditions.

PubMed

Kennedy, Andrea; Semple, Lisa; Alderson, Kerri; Bouskill, Vanessa; Karasevich, Janice; Riske, Brenda; van Gunst, Sheri

Children who are living with chronic conditions may be supported in self-care through enjoyable active learning and family social processes. This research focused on development and evaluation of "Don't Push Your Luck!", an educational board game designed to inspire family discussion about chronic conditions, and help affected children learn about self-care choices and consequences. Mixed-method research was conducted with families from one outpatient Cystic Fibrosis Clinic and four Hemophilia Treatment Centres in Canada and United States (N=72). In phase I, board game prototype and questionnaires were refined with affected boys, siblings, and parents living with hemophilia (n=11), compared with families living with cystic fibrosis (n=11). In phase II, final board game was evaluated with families living with hemophilia (n=50). Data collection included pre-post-game questionnaires on decision-making and Haemo-QoL Index©, and post-game enjoyment. Analysis included descriptive statistics, inferential statistics (non-parametric), and qualitative themes. Findings revealed this game was an enjoyable and effective resource to engage families in self-care discussions. Key themes included communication, being involved, knowing, decisions and consequences, and being connected. Qualitative and quantitative findings aligned. Statistical significance suggests the game enhanced family engagement to support decision-making skills, as parents identified that the game helped them talk about important topics, and children gained insight regarding family supports and self-care responsibility. This board game was an effective, developmentally appropriate family resource to facilitate engagement and conversation about everyday life experiences in preparation for self-care. There is promising potential to extend this educational family board game intervention with a greater range of school-age children and families living with chronic conditions. Copyright © 2017 Elsevier Inc. All rights reserved.

Nonlinear Markov Control Processes and Games

DTIC Science & Technology

2012-11-15

the analysis of a new class of stochastic games , nonlinear Markov games , as they arise as a ( competitive ) controlled version of nonlinear Markov... competitive interests) a nonlinear Markov game that we are investigating. I 0. :::tUt::JJt:.l.. I I t:t11VI;:, nonlinear Markov game , nonlinear Markov...corresponding stochastic game Γ+(T, h). In a slightly different setting one can assume that changes in a competitive control process occur as a

"The Heart Game": Using Gamification as Part of a Telerehabilitation Program for Heart Patients.

PubMed

Dithmer, Marcus; Rasmussen, Jack Ord; Grönvall, Erik; Spindler, Helle; Hansen, John; Nielsen, Gitte; Sørensen, Stine Bæk; Dinesen, Birthe

2016-02-01

The aim of this article is to describe the development and testing of a prototype application ("The Heart Game") using gamification principles to assist heart patients in their telerehabilitation process in the Teledialog project. A prototype game was developed via user-driven innovation and tested on 10 patients 48-89 years of age and their relatives for a period of 2 weeks. The application consisted of a series of daily challenges given to the patients and relatives and was based on several gamification principles. A triangulation of data collection techniques (interviews, participant observations, focus group interviews, and workshop) was used. Interviews with three healthcare professionals and 10 patients were carried out over a period of 2 weeks in order to evaluate the use of the prototype. The heart patients reported the application to be a useful tool as a part of their telerehabilitation process in everyday life. Gamification and gameful design principles such as leaderboards, relationships, and achievements engaged the patients and relatives. The inclusion of a close relative in the game motivated the patients to perform rehabilitation activities. "The Heart Game" concept presents a new way to motivate heart patients by using technology as a social and active approach to telerehabilitation. The findings show the potential of using gamification for heart patients as part of a telerehabilitation program. The evaluation indicated that the inclusion of the patient's spouse in the rehabilitation activities could be an effective strategy. A major challenge in using gamification for heart patients is avoiding a sense of defeat while still adjusting the level of difficulty to the individual patient.

50 CFR 32.69 - Wisconsin.

Code of Federal Regulations, 2011 CFR

2011-10-01

... Refuge A. Migratory Game Bird Hunting. [Reserved] B. Upland Game Hunting. [Reserved] C. Big Game Hunting... National Wildlife Refuge A. Migratory Game Bird Hunting. We allow hunting of duck and coot on designated.... Upland Game Hunting. We allow hunting of ring-necked pheasant, gray partridge, squirrel, and cottontail...

50 CFR 32.69 - Wisconsin.

Code of Federal Regulations, 2014 CFR

2014-10-01

... Refuge A. Migratory Game Bird Hunting. [Reserved] B. Upland Game Hunting. [Reserved] C. Big Game Hunting... National Wildlife Refuge A. Migratory Game Bird Hunting. We allow hunting of duck and coot on designated.... Upland Game Hunting. We allow hunting of ring-necked pheasant, gray partridge, squirrel, and cottontail...

50 CFR 32.69 - Wisconsin.

Code of Federal Regulations, 2010 CFR

2010-10-01

... Refuge A. Migratory Game Bird Hunting. [Reserved] B. Upland Game Hunting. [Reserved] C. Big Game Hunting... National Wildlife Refuge A. Migratory Game Bird Hunting. We allow hunting of duck and coot on designated.... Upland Game Hunting. We allow hunting of ring-necked pheasant, gray partridge, squirrel, and cottontail...

50 CFR 32.69 - Wisconsin.

Code of Federal Regulations, 2013 CFR

2013-10-01

... Refuge A. Migratory Game Bird Hunting. [Reserved] B. Upland Game Hunting. [Reserved] C. Big Game Hunting... National Wildlife Refuge A. Migratory Game Bird Hunting. We allow hunting of duck and coot on designated.... Upland Game Hunting. We allow hunting of ring-necked pheasant, gray partridge, squirrel, and cottontail...

50 CFR 32.69 - Wisconsin.

Code of Federal Regulations, 2012 CFR

2012-10-01

... Refuge A. Migratory Game Bird Hunting. [Reserved] B. Upland Game Hunting. [Reserved] C. Big Game Hunting... National Wildlife Refuge A. Migratory Game Bird Hunting. We allow hunting of duck and coot on designated.... Upland Game Hunting. We allow hunting of ring-necked pheasant, gray partridge, squirrel, and cottontail...

Applying evolutionary psychology to a serious game about children's interpersonal conflict.

PubMed

Ingram, Gordon P D; Campos, Joana; Hondrou, Charline; Vasalou, Asimina; Martinho, Carlos; Joinson, Adam

2012-12-20

This article describes the use of evolutionary psychology to inform the design of a serious computer game aimed at improving 9-12-year-old children's conflict resolution skills. The design of the game will include dynamic narrative generation and emotional tagging, and there is a strong evolutionary rationale for the effect of both of these on conflict resolution. Gender differences will also be taken into consideration in designing the game. In interview research in schools in three countries (Greece, Portugal, and the UK) aimed at formalizing the game requirements, we found that gender differences varied in the extent to which they applied cross-culturally. Across the three countries, girls were less likely to talk about responding to conflict with physical aggression, talked more about feeling sad about conflict and about conflicts over friendship alliances, and talked less about conflicts in the context of sports or games. Predicted gender differences in anger and reconciliation were not found. Results are interpreted in terms of differing underlying models of friendship that are motivated by parental investment theory. This research will inform the design of the themes that we use in game scenarios for both girls and boys.

Video games and rehabilitation: using design principles to enhance engagement in physical therapy.

PubMed

Lohse, Keith; Shirzad, Navid; Verster, Alida; Hodges, Nicola; Van der Loos, H F Machiel

2013-12-01

Patient nonadherence with therapy is a major barrier to rehabilitation. Recovery is often limited and requires prolonged, intensive rehabilitation that is time-consuming, expensive, and difficult. We review evidence for the potential use of video games in rehabilitation with respect to the behavioral, physiological, and motivational effects of gameplay. In this Special Interest article, we offer a method to evaluate effects of video game play on motor learning and their potential to increase patient engagement with therapy, particularly commercial games that can be interfaced with adapted control systems. We take the novel approach of integrating research across game design, motor learning, neurophysiology changes, and rehabilitation science to provide criteria by which therapists can assist patients in choosing games appropriate for rehabilitation. Research suggests that video games are beneficial for cognitive and motor skill learning in both rehabilitation science and experimental studies with healthy subjects. Physiological data suggest that gameplay can induce neuroplastic reorganization that leads to long-term retention and transfer of skill; however, more clinical research in this area is needed. There is interdisciplinary evidence suggesting that key factors in game design, including choice, reward, and goals, lead to increased motivation and engagement. We maintain that video game play could be an effective supplement to traditional therapy. Motion controllers can be used to practice rehabilitation-relevant movements, and well-designed game mechanics can augment patient engagement and motivation in rehabilitation. We recommend future research and development exploring rehabilitation-relevant motions to control games and increase time in therapy through gameplay.Video Abstract available (see Video, Supplemental Digital Content 1, http://links.lww.com/JNPT/A61) for more insights from the authors.

3D multiplayer virtual pets game using Google Card Board

NASA Astrophysics Data System (ADS)

Herumurti, Darlis; Riskahadi, Dimas; Kuswardayan, Imam

2017-08-01

Virtual Reality (VR) is a technology which allows user to interact with the virtual environment. This virtual environment is generated and simulated by computer. This technology can make user feel the sensation when they are in the virtual environment. The VR technology provides real virtual environment view for user and it is not viewed from screen. But it needs another additional device to show the view of virtual environment. This device is known as Head Mounted Device (HMD). Oculust Rift and Microsoft Hololens are the most famous HMD devices used in VR. And in 2014, Google Card Board was introduced at Google I/O developers conference. Google Card Board is VR platform which allows user to enjoy the VR with simple and cheap way. In this research, we explore Google Card Board to develop simulation game of raising pet. The Google Card Board is used to create view for the VR environment. The view and control in VR environment is built using Unity game engine. And the simulation process is designed using Finite State Machine (FSM). This FSM can help to design the process clearly. So the simulation process can describe the simulation of raising pet well. Raising pet is fun activity. But sometimes, there are many conditions which cause raising pet become difficult to do, i.e. environment condition, disease, high cost, etc. this research aims to explore and implement Google Card Board in simulation of raising pet.

Designing serious video games for health behavior change: Current status and future directions

USDA-ARS?s Scientific Manuscript database

Serious video games for health are designed to entertain while changing a specific health behavior. This article identifies behavioral principles that can guide the development of serious video games focused on changing a variety of health behaviors, including those attempting to decrease risk of o...

50 CFR 32.32 - Illinois.

Code of Federal Regulations, 2010 CFR

2010-10-01

.... Migratory Game Bird Hunting. We allow hunting of waterfowl on designated areas of the refuge in accordance... permanent blinds, stands, or scaffolds (see § 27.92 of this chapter). B. Upland Game Hunting. [Reserved] C. Big Game Hunting. [Reserved] D. Sport Fishing. We allow fishing on designated areas of the refuge in...

A Serious Game of Success

ERIC Educational Resources Information Center

Nikirk, Martin

2006-01-01

This article discusses a computer game design and animation pilot at Washington County Technical High School as part of the advanced computer applications completer program. The focus of the instructional program is to teach students the 16 components of computer game design through a team-centered, problem-solving instructional format. Among…

The Caterpillar Game: A Classroom Management System

ERIC Educational Resources Information Center

Floress, Margaret T.; Rock, Angela L.; Hailemariam, Assegedech

2017-01-01

A single-case experimental design was used to evaluate the effects of the Caterpillar Game, a classroom management system, on disruptive behavior in a general education first grade classroom. A multiple baseline design across settings was used to evaluate changes in student disruptive behavior and teacher praise. When the Caterpillar Game was…

Police Patrol Game Kit.

ERIC Educational Resources Information Center

Clark, Todd, Ed.

A packet of game materials, designed to help young people better understand what the law is, what the police officer's duties are, and what pressures and fears the police officers experience daily, is presented. The game, designed for a group of 20 to 35 students, contains: Teacher's Manual, Attitude Survey Master, Observer Evaluation Master,…

Using Virtual Reality with and without Gaming Attributes for Academic Achievement

ERIC Educational Resources Information Center

Vogel, Jennifer J.; Greenwood-Ericksen, Adams; Cannon-Bowers, Jan; Bowers, Clint A.

2006-01-01

A subcategory of computer-assisted instruction (CAI), games have additional attributes such as motivation, reward, interactivity, score, and challenge. This study used a quasi-experimental design to determine if previous findings generalize to non simulation-based game designs. Researchers observed significant improvement in the overall population…

Linking Serious Game Narratives with Pedagogical Theories and Pedagogical Design Strategies

ERIC Educational Resources Information Center

De Troyer, Olga; Van Broeckhoven, Frederik; Vlieghe, Joachim

2017-01-01

Narrative-based serious games present pedagogical content and interventions through an interactive narrative. To ensure effective learning in such kind of serious games, designers are not only faced with the challenge of creating a compelling narrative, but also with the additional challenge of incorporating suitable pedagogical strategies.…

R. Garry Shirts: Simulation Gaming Exemplar

ERIC Educational Resources Information Center

Dukes, Richard L.; Fowler, Sandra M.; DeKoven, Bernie

2011-01-01

This article is written as a tribute to R. Garry Shirts who through his exemplary authorship and publication of gamed simulations was designated "Defender of the Playful". Garry Shirts was the master of creating the "Aha! Moment" in learning through "deep play". Among the many gamed simulations he designed, the…

Resource Allocation Games: A Priming Game for a Series of Instructional Games (The POE Game).

ERIC Educational Resources Information Center

Allen, Layman E.

This paper describes in detail the paper-and-pencil POE (Pelham Odd 'R Even) game, in which units of space are the allocated resources. The game is designed to provide an introduction to the rule structure common to the games of EQUATIONS, WFF 'N PROOF, and ON-SENTS & NON-SENTS. Techniques of playing POE, including goals, solutions, moves, scoring…

Reality

NASA Astrophysics Data System (ADS)

Harteveld, Casper

The first of the three worlds to be discussed is Reality. This whole level is devoted to this world consisting of consultants, subject-matter experts, and disciplines related to the domain and subject of the game. After a short introduction where I show—amongst many other things—a virtual reproduction and game interpretation of Magritte's famous painting of a pipe, I explain by using my experiences from Levee Patroller and drawing upon other examples, four relevant aspects from this world that designers need to consider. The first concerns defining the problem. This is quite hard, especially because at many times, different problem definitions can be conceived. When a problem is finally defined, the second aspect, the factors which are involved with the problem, need to be found and elaborated on. If designers start to relate the factors to each other, they are preoccupied with the third aspect, the relationships. To picture this well, it helps to draw a diagram. Mostly, games are not static and that is why the process needs to be taken into account as well. After considering this fourth aspect, the “model of reality” can be said to be complete. To judge this model and the eventual game, Reality has its own criteria of which I discuss flexibility, fidelity, and validity.

Gaming Preferences of Aging Generations.

PubMed

Blocker, Kenneth A; Wright, Timothy J; Boot, Walter R

2014-01-01

Increasing evidence suggests that action digital game training can improve a variety of perceptual and cognitive abilities, including those that decline most with age. Unfortunately, previous work has found that older adults dislike these games and adherence may be poor for action game-based interventions. The focus of the current study was to better understand the types of games older adults are willing to play and explore predictors of game preference (e.g., gender, age, technology experience, personality). With this information action games might be modified or developed to maximize adherence and cognitive benefit. Older adults were administered a modified version of an existing game questionnaire and a custom game preference survey. Clear preferences were observed that were similar between participants with and without previous digital game experience (with puzzle and intellectually stimulating games being most interesting to older adults in our sample, and massively multiplayer online games and first-person shooters being least interesting). Personality, demographic, and technology experience variables were also collected. Interesting trends suggested the possibility that several demographic and personality variables might be predictive of game preference. Results have implications for future directions of research, designing games that would appeal to older adult audiences, and for how to design custom games to maximize intervention adherence based on individual difference characteristics.

Gaming Preferences of Aging Generations

PubMed Central

Blocker, Kenneth A.; Wright, Timothy J.; Boot, Walter R.

2017-01-01

Increasing evidence suggests that action digital game training can improve a variety of perceptual and cognitive abilities, including those that decline most with age. Unfortunately, previous work has found that older adults dislike these games and adherence may be poor for action game-based interventions. The focus of the current study was to better understand the types of games older adults are willing to play and explore predictors of game preference (e.g., gender, age, technology experience, personality). With this information action games might be modified or developed to maximize adherence and cognitive benefit. Older adults were administered a modified version of an existing game questionnaire and a custom game preference survey. Clear preferences were observed that were similar between participants with and without previous digital game experience (with puzzle and intellectually stimulating games being most interesting to older adults in our sample, and massively multiplayer online games and first-person shooters being least interesting). Personality, demographic, and technology experience variables were also collected. Interesting trends suggested the possibility that several demographic and personality variables might be predictive of game preference. Results have implications for future directions of research, designing games that would appeal to older adult audiences, and for how to design custom games to maximize intervention adherence based on individual difference characteristics. PMID:29033699

Educational Videogames: Concept, Design And Evaluation

NASA Astrophysics Data System (ADS)

Rohrlick, D.; Yang, A.; Kilb, D. L.; Ma, L.; Ruzic, R.; Peach, C. L.; Layman, C. C.

2013-12-01

Videogames have historically gained popularity thanks to their entertainment rather than their educational value. This may be due, in part, to the fact that many educational videogames present academic concepts in dry, quiz-like ways, without the visual experiences, interactivity, and excitement of non-educational games. The increasing availability of tools that allow designers to easily create rich experiences for players now makes it simpler than ever for educational game designers to generate the visual experiences, interactivity, and excitement that gamers have grown to expect. Based on data from our work, when designed effectively, educational games can engage players, teach concepts, and tear down the stereotype of the stuffy, boring educational game. Our team has been experimenting with different ways to present scientific and mathematical concepts to middle and high school students through engaging, interactive games. When designing a gameplay concept, we focus on what we want the player to learn and experience as well as how to maintain a learning environment that is fun and engaging. Techniques that we have found successful include the use of a series of fast-paced 'minigames,' and the use of a 'simulator' learning method that allows a player to learn by completing objectives similar to those completed by today's scientists. Formative evaluations of our games over the past year have revealed both design strengths and weaknesses. Based on findings from a systematic evaluation of game play with diverse groups, with data collected through in-person observations of game play, knowledge assessments, focus groups, interviews with players, and computer tracking of students' game play behavior, we have found that players are uniformly enthusiastic about the educational tools. At the same time, we find there is more work to be done to make our tools fully intuitive, and to effectively present complex mathematical and scientific concepts to learners from a wide range of backgrounds. Overall we find that designing educational games is a constant balancing act to ensure the player is engaged and has fun while at the same time learning important concepts.

Evaluating the Impact of Player Experience in the Design of a Serious Game for Upper Extremity Stroke Rehabilitation.

PubMed

Cordeiro d'Ornellas, Marcos; Cargnin, Diego João; Cervi Prado, Ana Lúcia

2015-01-01

Video games have become a major entertainment industry and one of the most popular leisure forms, ranging from laboratory experiments to a mainstream cultural medium. Indeed, current games are multimodal and multidimensional products, relying on sophisticated features including not only a narrative-driven story but also impressive graphics and detailed settings. All of these elements helped to create a seamless and appealing product that have resulted in a growing number of players and in the number of game genres. Although video games have been used in education, simulation, and training, another application that exploits serious gaming is the exploration of player experience in the context of game research. Recent advances in the natural user interfaces and player experience have brought new perspectives on the in-game assessment of serious games. This paper evaluates the impact of player experience in the design of a serious game for upper extremity stroke rehabilitation. The game combines biofeedback and mirror neurons both in single and multiplayer mode. Results have shown that the game is a feasible solution to integrate serious games into the physical therapy routine.

How Simulator Interfaces Affect Transfer of Training: Comparing Wearable and Desktop Systems

DTIC Science & Technology

2012-06-01

Taylor et al., 2009). The GEM is a questionnaire designed to measure the participant’s experience with and knowledge of video games separately...based on the percentage of correct responses, with higher values indicating greater knowledge. GamePAB is a measure of the participant’s video game skill...designed specifically for military training, and is similar to many popular first-person shooter video games (e.g., Modern Warfare, Half Life, Virtual

Learning by playing: A cross-sectional descriptive study of nursing students' experiences of learning clinical reasoning.

PubMed

Koivisto, Jaana-Maija; Multisilta, Jari; Niemi, Hannele; Katajisto, Jouko; Eriksson, Elina

2016-10-01

Clinical reasoning is viewed as a problem-solving activity; in games, players solve problems. To provide excellent patient care, nursing students must gain competence in clinical reasoning. Utilising gaming elements and virtual simulations may enhance learning of clinical reasoning. To investigate nursing students' experiences of learning clinical reasoning process by playing a 3D simulation game. Cross-sectional descriptive study. Thirteen gaming sessions at two universities of applied sciences in Finland. The prototype of the simulation game used in this study was single-player in format. The game mechanics were built around the clinical reasoning process. Nursing students from the surgical nursing course of autumn 2014 (N=166). Data were collected by means of an online questionnaire. In terms of the clinical reasoning process, students learned how to take action and collect information but were less successful in learning to establish goals for patient care or to evaluate the effectiveness of interventions. Learning of the different phases of clinical reasoning process was strongly positively correlated. The students described that they learned mainly to apply theoretical knowledge while playing. The results show that those who played digital games daily or occasionally felt that they learned clinical reasoning by playing the game more than those who did not play at all. Nursing students' experiences of learning the clinical reasoning process by playing a 3D simulation game showed that such games can be used successfully for learning. To ensure that students follow a systematic approach, the game mechanics need to be built around the clinical reasoning process. Copyright © 2016 Elsevier Ltd. All rights reserved.

The design and evaluation of an activity monitoring user interface for people with stroke.

PubMed

Hart, Phil; Bierwirth, Rebekah; Fulk, George; Sazonov, Edward

2014-01-01

Usability is an important topic in the field of telerehabilitation research. Older users with disabilities in particular, present age-related and disability-related challenges that should be accommodated for in the design of a user interface for a telerehabilitation system. This paper describes the design, implementation, and assessment of a telerehabilitation system user interface that tries to maximize usability for an elderly user who has experienced a stroke. An Internet-connected Nintendo(®) Wii™ gaming system is selected as a hardware platform, and a server and website are implemented to process and display the feedback information. The usability of the interface is assessed with a trial consisting of 18 subjects: 10 healthy Doctor of Physical Therapy students and 8 people with a stroke. Results show similar levels of usability and high satisfaction with the gaming system interface from both groups of subjects.

The Viability and Value of Student- and Teacher-Created Augmented Reality Experiences

ERIC Educational Resources Information Center

O'Shea, Patrick; Curry-Corcoran, Daniel

2013-01-01

This paper describes the process and results of a project to incorporate Augmented Reality (AR) technologies and pedagogical approaches into a Virginian elementary school. The process involved training 5th grade teachers on the design and production of narrative-based AR games in order to give them the skills that they could then pass on to their…

Videogame Construction by Engineering Students for Understanding Modelling Processes: The Case of Simulating Water Behaviour

ERIC Educational Resources Information Center

Pretelín-Ricárdez, Angel; Sacristán, Ana Isabel

2015-01-01

We present some results of an ongoing research project where university engineering students were asked to construct videogames involving the use of physical systems models. The objective is to help them identify and understand the elements and concepts involved in the modelling process. That is, we use game design as a constructionist approach…

Wellness partners: design and evaluation of a web-based physical activity diary with social gaming features for adults.

PubMed

Gotsis, Marientina; Wang, Hua; Spruijt-Metz, Donna; Jordan-Marsh, Maryalice; Valente, Thomas William

2013-02-01

The United States is currently in an age of obesity and inactivity despite increasing public awareness and scientific knowledge of detrimental long-term health effects of this lifestyle. Behavior-tracking diaries offer an effective strategy for physical activity adherence and weight management. Furthermore, Web-based physical activity diaries can engage meaningful partners in people's social networks through fun online gaming interactions and generate motivational mechanisms for effective behavioral change and positive health outcomes. Wellness Partners (WP) is a Web-based intervention in the form of a physical activity diary with social networking and game features. Two versions were designed and developed for the purpose of this study-"Diary" only and "Diary+Game". The objectives of this study included pilot testing the research process of this intervention design, implementation, evaluation, and exploring the effectiveness of social gaming features on adult participants' physical activity and anthropometric measures. We conducted a field experiment with randomized crossover design. Assessments occurred at baseline, first follow-up (FU, 5-8 weeks after using one version of WP), and second FU (5-8 weeks of using the other version of WP). In the control condition, participants started with the "Diary" version of WP while in the experimental condition, participants started with the "Diary+Game" version of WP. A total of 54 adults (egos) ages 44-88, and their family and friends (alters) ages 17-69 participated in the study in ego-network groups. Both egos and their alters completed online surveys about their exercise habits. In addition, egos completed anthropometric measurements of BMI, fat percentage, and fat mass by bioimpedance. From October 2009 to May 2010, flyers, emails, and Web advertisements yielded 335 volunteers who were screened. Rolling recruitment resulted in enrollment of 142 qualified participants in 54 ego-network groups, which were randomly assigned to a study condition. The final analytic sample included 87 individuals from 41 groups. Data were collected from December 2009 to August 2010, and data analysis was completed in 2011. Overall, the participants were given access to the intervention for 10-13 weeks. Statistical analysis suggested an increase in self-reported exercise frequency (mean days per week) from baseline (2.57, SD 1.92) to first FU (3.21, SD 1.74) in both conditions. Stronger effects were seen in the condition where Diary+Game was played first, especially in network groups with larger age variation between the alters and egos. Overall, the decrease in egos' BMI was statistically significant from baseline to first FU, with greater decrease for those in the Diary+Game first condition (-0.26 vs -0.16 in the Diary first condition). The Wellness Partners program increased physical activity among participants and resulted in health benefits among the egos. Web-based diary interventions designed with social gaming features hold potential to promote active lifestyles for middle-age adults and people in their social networks.

Video Game Player Profiles: Bridging Industry, Game Studies and Social Science Perspectives

ERIC Educational Resources Information Center

Frye, Jonathan M.

2013-01-01

For decades, game designers and game studies experts have largely sought to understand video game players through a lens of experience and observation. Meanwhile, social science research has focused on the empirical understanding of video game players using a variety of psychological constructs. This study focuses on the creation and evaluation of…

Educational Games in Practice: The Challenges Involved in Conducting a Game-Based Curriculum

ERIC Educational Resources Information Center

Marklund, Björn Berg; Taylor, Anna-Sofia Alklind

2016-01-01

The task of integrating games into an educational setting is a demanding one, and integrating games as a harmonious part of a bigger ecosystem of learning requires teachers to orchestrate a myriad of complex organizational resources. Historically, research on digital game-based learning has focused heavily on the coupling between game designs,…

Player Characteristics and Games: Findings and Implications for Distance Learning

ERIC Educational Resources Information Center

Marvel, Michele D.

2017-01-01

Understanding the factors that affect participation in online games will help educational game designers develop games that maximize participation. This study investigated whether introversion or extroversion, player motivation, and gender affected participation in online games. Participants (n = 400) completed a 50-item questionnaire about…