Training Social Workers, Clients, and Students in the Use of Rural Natural Helping Networks.

ERIC Educational Resources Information Center

Morris, Judson H.; Hilbert, Judith Cicero

A manual, geared toward training social workers going into rural areas, provides a brief discussion of the natural helping relationships found in rural communities and a simulation game to be used in acquainting social workers, clients, and students with the rural network. Objectives of the simulation game, Nets and Links, are to train people to…

Visual-spatial ability is more important than motivation for novices in surgical simulator training: a preliminary study

PubMed Central

Hedman, Leif; Felländer-Tsai, Li

2016-01-01

Objectives To investigate whether surgical simulation performance and previous video gaming experience would correlate with higher motivation to further train a specific simulator task and whether visual-spatial ability would rank higher in importance to surgical performance than the above. It was also examined whether or not motivation would correlate with a preference to choose a surgical specialty in the future and if simulator training would increase the interest in choosing that same work field. Methods Motivation and general interest in surgery was measured pre- and post-training in 30 medical students at Karolinska Institutet who were tested in a laparoscopic surgical simulator in parallel with measurement of visual-spatial ability and self-estimated video gaming experience.  Correlations between simulator performance metrics, visual-spatial ability and motivation were statistically analyzed using regression analysis. Results A good result in the first simulator trial correlated with higher self-determination index (r =-0.46, p=0.05) in male students. Visual-spatial ability was the most important underlying factor followed by intrinsic motivation score and finally video gaming experience (p=0.02, p=0.05, p=0.11) regarding simulator performance in male students. Simulator training increased interest in surgery when studying all subjects (p=0.01), male subjects (p=0.02) as well as subjects with low video gaming experience (p=0.02). Conclusions This preliminary study highlights individual differences regarding the effect of simulator training on motivation that can be taken into account when designing simulator training curricula, although the sample size is quite small and findings should be interpreted carefully.  PMID:26897701

Simulation training tools for nonlethal weapons using gaming environments

NASA Astrophysics Data System (ADS)

Donne, Alexsana; Eagan, Justin; Tse, Gabriel; Vanderslice, Tom; Woods, Jerry

2006-05-01

Modern simulation techniques have a growing role for evaluating new technologies and for developing cost-effective training programs. A mission simulator facilitates the productive exchange of ideas by demonstration of concepts through compellingly realistic computer simulation. Revolutionary advances in 3D simulation technology have made it possible for desktop computers to process strikingly realistic and complex interactions with results depicted in real-time. Computer games now allow for multiple real human players and "artificially intelligent" (AI) simulated robots to play together. Advances in computer processing power have compensated for the inherent intensive calculations required for complex simulation scenarios. The main components of the leading game-engines have been released for user modifications, enabling game enthusiasts and amateur programmers to advance the state-of-the-art in AI and computer simulation technologies. It is now possible to simulate sophisticated and realistic conflict situations in order to evaluate the impact of non-lethal devices as well as conflict resolution procedures using such devices. Simulations can reduce training costs as end users: learn what a device does and doesn't do prior to use, understand responses to the device prior to deployment, determine if the device is appropriate for their situational responses, and train with new devices and techniques before purchasing hardware. This paper will present the status of SARA's mission simulation development activities, based on the Half-Life gameengine, for the purpose of evaluating the latest non-lethal weapon devices, and for developing training tools for such devices.

Using gaming simulation to evaluate bioterrorism and emergency readiness education.

PubMed

Olson, Debra K; Scheller, Amy; Larson, Susan; Lindeke, Linda; Edwardson, Sandra

2010-01-01

We performed an outcome evaluation of the impact of public health preparedness training as a group comparison posttest design to determine the differences in the way individuals who had participated in training performed in a simulated emergency. The Experimental Group 1 included students who had graduated from or were currently enrolled in the bioterrorism and emergency readiness (BT/ER) curriculum at the University of Minnesota School of Public Health. The comparison groups included individuals who had access to the Internet and were aware of the 2006 online simulation Disaster in Franklin County: A Public Health Simulation. The evaluation process employed surveys and the gaming simulation as sources for primary data. Participants in the BT/ER curriculum (p=0.0001) and other participants completing at least 45 hours of training in the past year (p=0.0001) demonstrated higher effectiveness scores (accuracy of chosen responses within the simulation) than participants who did not report significant amounts of training. This evaluation research demonstrated that training is significantly associated with better performance in a simulated emergency using gaming technology.

Simulation Games: Practical References, Potential Use, Selected Bibliography.

ERIC Educational Resources Information Center

Kidder, Steven J.

Several recently published books on simulation and games are briefly discussed. Selected research studies and demonstration projects are examined to show the potential of simulation and gaming for teaching and training and for the study of social and psychological processes. The bibliography lists 113 publications which should lead the reader to…

The Guide to Simulations/Games For Education and Training. Second Edition.

ERIC Educational Resources Information Center

Zuckerman, David W.; Horn, Robert E.

This guide gives complete information on 613 games and simulation games. In addition, there is a supplementary list of 473 more items which are in development, discontinued, or about which more information is needed. The book is edited for the potential game user, rather than the theoretician or creator. Games are organized by subject, including…

MiRTE: Mixed Reality Triage and Evacuation game for Mass Casualty information systems design, testing and training.

PubMed

Yu, Xunyi; Ganz, Aura

2011-01-01

In this paper we introduce a Mixed Reality Triage and Evacuation game, MiRTE, that is used in the development, testing and training of Mass Casualty Incident (MCI) information systems for first responders. Using the Source game engine from Valve software, MiRTE creates immersive virtual environments to simulate various incident scenarios, and enables interactions between multiple players/first responders. What distinguishes it from a pure computer simulation game is that it can interface with external mass casualty incident management systems, such as DIORAMA. The game will enable system developers to specify technical requirements of underlying technology, and test different alternatives of design. After the information system hardware and software are completed, the game can simulate various algorithms such as localization technologies, and interface with an actual user interface on PCs and Smartphones. We implemented and tested the game with the DIORAMA system.

Dynamic Function Allocation in Fighter Cockpits.

DTIC Science & Technology

1987-06-30

their ability to play the video game simulation used in this study. This was done in an attempt to conceptually match the subject’s skills to those of...highly trained Air Force pilots. 4 Apparatus Simulation. A single seat fighter cockpit environment was simulated using the F-15 Strike Eagle video game developed...simulator containing three color CRTs. The video game was presented on the CRT located in the HUD position. The subjects controlled the game through a

Adaptive Game Based Learning Using Brain Measures for Attention--Some Explorations

ERIC Educational Resources Information Center

van der Pal, Jelke; Roos, Christopher; Sewnath, Ghanshaam; Rosheuvel, Christian

2016-01-01

The prospective use of low fidelity simulation and gaming in aviation training is high, and may facilitate individual, personal training needs in usually asynchronous training setting. Without direct feedback from, or intervention by, an instructor, adaptivity of the training environment is in high demand to ensure training sessions maintain an…

Task-Oriented Gaming for Transfer to Prosthesis Use.

PubMed

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

2016-12-01

The aim of this study is to establish the effect of task-oriented video gaming on using a myoelectric prosthesis in a basic activity of daily life (ADL). Forty-one able-bodied right-handed participants were randomly assigned to one of four groups. In three of these groups the participants trained to control a video game using the myosignals of the flexors and extensors of the wrist: in the Adaptive Catching group participants needed to catch falling objects by opening and closing a grabber and received ADL-relevant feedback during performance. The Free Catching group used the same game, but without augmented feedback. The Interceptive Catching group trained a game where the goal was to intercept a falling object by moving a grabber to the left and right. They received no additional feedback. The control group played a regular Mario computer game. All groups trained 20 minutes a day for four consecutive days. Two tests were conducted before and after training: one level of the training game was performed, and participants grasped objects with a prosthesis simulator. Results showed all groups improved their game performance over controls. In the prosthesis-simulator task, after training the Adaptive Catching group outperformed the other groups in their ability to adjust the hand aperture to the size of the objects and the degree of compression of compressible objects. This study is the first to demonstrate transfer effects from a serious game to a myoelectric prosthesis task. The specificity of the learning effects suggests that research into serious gaming will benefit from placing ADL-specific constraints on game development.

Communications Modeling of Training and Simulation Traffic in a Tactical Internet

DTIC Science & Technology

2006-08-01

Florida. VIDEO GAME TRAINING Eric Minton Today’s Officer January 24, 2005 Here is something parents everywhere won’t want to read: video ...experience, video games make for a wiser and more adaptable individual and team player. That is what the U.S. military is discovering as each branch...embraces video games and gaming technology in their training regimens. This is more just catering to a generation that knew the joy of joysticks while

Gamification and Multimedia for Medical Education: A Landscape Review.

PubMed

McCoy, Lise; Lewis, Joy H; Dalton, David

2016-01-01

Medical education is rapidly evolving. Students enter medical school with a high level of technological literacy and an expectation for instructional variety in the curriculum. In response, many medical schools now incorporate technology-enhanced active learning and multimedia education applications. Education games, medical mobile applications, and virtual patient simulations are together termed gamified training platforms. To review available literature for the benefits of using gamified training platforms for medical education (both preclinical and clinical) and training. Also, to identify platforms suitable for these purposes with links to multimedia content. Peer-reviewed literature, commercially published media, and grey literature were searched to compile an archive of recently published scientific evaluations of gamified training platforms for medical education. Specific educational games, mobile applications, and virtual simulations useful for preclinical and clinical training were identified and categorized. Available evidence was summarized as it related to potential educational advantages of the identified platforms for medical education. Overall, improved learning outcomes have been demonstrated with virtual patient simulations. Games have the potential to promote learning, increase engagement, allow for real-word application, and enhance collaboration. They can also provide opportunities for risk-free clinical decision making, distance training, learning analytics, and swift feedback. A total of 5 electronic games and 4 mobile applications were identified for preclinical training, and 5 electronic games, 10 mobile applications, and 12 virtual patient simulation tools were identified for clinical training. Nine additional gamified, virtual environment training tools not commercially available were also identified. Many published studies suggest possible benefits from using gamified media in medical curriculum. This is a rapidly growing field. More research is required to rigorously evaluate the specific educational benefits of these interventions. This archive of hyperlinked tools can be used as a resource for all levels of medical trainees, providers, and educators.

The Guide to Simulation Games for Education and Training. Appendix: A Basic Reference Shelf on Simulation and Gaming by Paul A. Twelker.

ERIC Educational Resources Information Center

Zuckerman, David W.; Horn, Robert E.

Simulation games are classed in this guide by subject area: business, domestic politics, economics, ecology, education, geography, history, international relations, psychology, skill development, sociology, social studies, and urban affairs. A summary description (of roles, objectives, decisions, and purposes), cost producer, playing data (age…

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.

Serious game versus online course for pretraining medical students before a simulation-based mastery learning course on cardiopulmonary resuscitation: A randomised controlled study.

PubMed

Drummond, David; Delval, Paul; Abdenouri, Sonia; Truchot, Jennifer; Ceccaldi, Pierre-François; Plaisance, Patrick; Hadchouel, Alice; Tesnière, Antoine

2017-12-01

Although both recorded lectures and serious games have been used to pretrain health professionals before simulation training on cardiopulmonary resuscitation, they have never been compared. The aim of this study was to compare an online course and a serious game for pretraining medical students before simulation-based mastery learning on the management of sudden cardiac arrest. A randomised controlled trial. Participants were pretrained using the online course or the serious game on day 1 and day 7. On day 8, each participant was evaluated repeatedly on a scenario of cardiac arrest until reaching a minimum passing score. Department of Simulation in Healthcare in a French medical faculty. Eighty-two volunteer second-year medical students participated between June and October 2016 and 79 were assessed for primary outcome. The serious game used was Staying Alive, which involved a 3D realistic environment, and the online course involved a PowerPoint lecture. The median total training time needed for students to reach the minimum passing score on day 8. This same outcome was also assessed 4 months later. The median training time (interquartile range) necessary for students to reach the minimum passing score was similar between the two groups: 20.5 (15.8 to 30.3) minutes in the serious game group versus 23 (15 to 32) minutes in the online course group, P = 0.51. Achieving an appropriate degree of chest compression was the most difficult requirement to fulfil for students in both groups. Four months later, the median training time decreased significantly in both groups, but no correlation was found at an individual level with the training times observed on day 8. The serious game used in this study was not superior to an online course to pretrain medical students in the management of a cardiac arrest. The absence of any correlation between the performances of students evaluated during two training sessions separated by 4 months suggests that some elements in the management of cardiac arrest such as compression depth can only be partially learned and retained after a simulation-based training. ClinicalTrials.gov-NCT02758119.

Applying Gaming and Simulation Techniques to the Design of Online Instruction

ERIC Educational Resources Information Center

Rude-Parkins, Carolyn; Miller, Karen Hughes; Ferguson, Karen; Bauer, Robert

2006-01-01

Critical in virtually all educational arenas, gaming and simulation techniques and distance learning are major areas of interest in today's U.S. Army training. The U.S. Army Armor School at Ft. Knox, KY contracted with the University of Louisville and Northrop Grumman Mission Systems in 2003 to develop online training for Army Captains. They…

Games and Simulations in Industrial and Labor Relations Training.

ERIC Educational Resources Information Center

Coghill, Mary Ann

This book is not designed to be read like a book; instead, it is intended for group participation. Games and simulations are a popular development in industrial and labor relations training programs. This report brings to the attention of instructors, in both the business and academic communities, the variety of subjects and levels at which such…

Training in Basic Laparoscopic Surgical Skills: Residents Opinion of the New Nintendo Wii-U Laparoscopic Simulator.

PubMed

Overtoom, Evelien M; Jansen, Frank-Willem; van Santbrink, Evert J P; Schraffordt Koops, Steven E; Veersema, Sebastiaan; Schreuder, Henk W R

Serious games are new in the field of laparoscopic surgical training. We evaluate the residents׳ opinion of a new laparoscopic simulator for the Nintendo Wii-U platform. Prospective questionnaire study. Participants received a standardized introduction and completed level 3 and 4 of the game "Underground." They filled out a questionnaire concerning demographics and their opinion on realism, usefulness, suitability, haptic feedback, and home training-use of the game. Two tertiary teaching hospitals. Obstetrics and gynaecology residents postgraduate year 1 to 6 (n = 59) from several European countries. Subjects (n = 59) were divided into 2 groups based on laparoscopic experience: Group A (n = 38) and Group B (n = 21). The realism of different aspects of the game received mean scores around 3 on a 5-point Likert scale. The hand-eye coordination was regarded most useful for training with a mean of 3.92 (standard deviation 0.93) and the game was considered most suitable for residents in the first part of their postgraduate training with a mean of 3.73 (standard deviation 0.97). Both groups differed especially concerning their opinion of the usefulness of the game as a training tool. Most residents liked the new serious game for the Nintendo Wii-U. The usefulness and suitability as a laparoscopic training tool were rated at an acceptable to high level. However, the game does require improvements such as inclusion of a good scoring system before it can be integrated in resident training curricula. Copyright © 2017 Association of Program Directors in Surgery. Published by Elsevier Inc. All rights reserved.

The effects of video game experience and active stereoscopy on performance in combat identification tasks.

PubMed

Keebler, Joseph R; Jentsch, Florian; Schuster, David

2014-12-01

We investigated the effects of active stereoscopic simulation-based training and individual differences in video game experience on multiple indices of combat identification (CID) performance. Fratricide is a major problem in combat operations involving military vehicles. In this research, we aimed to evaluate the effects of training on CID performance in order to reduce fratricide errors. Individuals were trained on 12 combat vehicles in a simulation, which were presented via either a non-stereoscopic or active stereoscopic display using NVIDIA's GeForce shutter glass technology. Self-report was used to assess video game experience, leading to four between-subjects groups: high video game experience with stereoscopy, low video game experience with stereoscopy, high video game experience without stereoscopy, and low video game experience without stereoscopy. We then tested participants on their memory of each vehicle's alliance and name across multiple measures, including photographs and videos. There was a main effect for both video game experience and stereoscopy across many of the dependent measures. Further, we found interactions between video game experience and stereoscopic training, such that those individuals with high video game experience in the non-stereoscopic group had the highest performance outcomes in the sample on multiple dependent measures. This study suggests that individual differences in video game experience may be predictive of enhanced performance in CID tasks. Selection based on video game experience in CID tasks may be a useful strategy for future military training. Future research should investigate the generalizability of these effects, such as identification through unmanned vehicle sensors.

Learning Strategies in Play during Basic Training for Medal of Honor and Call of Duty Video Games

ERIC Educational Resources Information Center

Ziaeehezarjeribi, Yadi

2010-01-01

This study, based on experiential play methodology was used to explore student engagement while playing "Medal of Honor (2002)" and "Call of Duty (2003)". It identifies some of the key issues related to the use of video games and simulations during the training phase of game play. Research into the effects of gaming in education has been extremely…

The Effect of Advisement and Competition on Transfer, Advisor Use, and Attitude toward Mathematics Using a Computer-Based Simulation Game.

ERIC Educational Resources Information Center

Van Eck, Richard

This study looks at the roles that competition and context of advisement play in transfer, advisor use, attitude toward mathematics, and attitude toward instruction in a computer-based simulation game that required the use of mathematics skills. It is concluded that for transfer training, non-competitive simulation games might be the best choice,…

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.

Designing and using computer simulations in medical education and training: an introduction.

PubMed

Friedl, Karl E; O'Neil, Harold F

2013-10-01

Computer-based technologies informed by the science of learning are becoming increasingly prevalent in education and training. For the Department of Defense (DoD), this presents a great potential advantage to the effective preparation of a new generation of technologically enabled service members. Military medicine has broad education and training challenges ranging from first aid and personal protective skills for every service member to specialized combat medic training; many of these challenges can be met with gaming and simulation technologies that this new generation has embraced. However, comprehensive use of medical games and simulation to augment expert mentorship is still limited to elite medical provider training programs, but can be expected to become broadly used in the training of first responders and allied health care providers. The purpose of this supplement is to review the use of computer games and simulation to teach and assess medical knowledge and skills. This review and other DoD research policy sources will form the basis for development of a research and development road map and guidelines for use of this technology in military medicine. Reprint & Copyright © 2013 Association of Military Surgeons of the U.S.

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

The Coaching Cycle: A Coaching-by-Gaming Approach in Serious Games

ERIC Educational Resources Information Center

Alklind Taylor, Anna-Sofia; Backlund, Per; Niklasson, Lars

2012-01-01

Military organizations have a long history of using simulations, role-play, and games for training. This also encompasses good practices concerning how instructors utilize games and gaming behavior. Unfortunately, the work of instructors is rarely described explicitly in research relating to serious gaming. Decision makers also tend to have…

Using gaming simulation to evaluate bioterrorism and emergency readiness training.

PubMed

Olson, Debra K; Scheller, Amy; Wey, Andrew

2014-01-01

The University of Minnesota: Simulations, Exercises and Effective Education: Preparedness and Emergency Response Learning Center uses simulations, which allow trainees to participate in realistic scenarios, to develop and evaluate competency. In a previous study, participants in Disaster in Franklin County: A Public Health Simulation demonstrated that prior bioterrorism and emergency readiness training (BT/ER) is significantly associated with better performance in a simulated emergency. We conducted a second analysis with a larger data set, remapping simulation questions to the Public Health Preparedness and Response Core Competency Model, Version 1.0. We performed an outcome evaluation of the impact of public health preparedness training. In particular, we compared individuals with significant BT/ER training to individuals without training on the basis of performance in a simulated emergency. We grouped participants as group 1 (≥45 hours of BT/ER training) and group 2 (<45 hours). Dependent variables included effectiveness of chosen responses within the gaming simulation, which was measured as the proportion of questions answered correctly for each participant. The relationship of effectiveness with significant BT/ER training was estimated using either multiple linear or logistic regression. For overall effectiveness, group 1 had 2% more correct decisions, on average, than group 2 (P < .001). Group 1 performed significantly better, on average, than group 2 for competency 1.1 (P = .001) and competency 2.3 (P < .001). However, group 1 was significantly worse on competency 1.2 than group 2. Results indicate that prior training is significantly associated with better performance in a simulated emergency using gaming technology. Effectiveness differed by competency, indicating that more training may be needed in certain competency areas. Next steps to enhancing the usefulness of simulations in training should go beyond questioning if the learner learned and included questions related to the organizational factors that contributed to simulation effectiveness, and attributes of the simulation that encouraged competency and capacity building.

Language Learners & Computer Games: From "Space Invaders" to "Second Life"

ERIC Educational Resources Information Center

Stanley, Graham; Mawer, Kyle

2008-01-01

The term serious game is often used to refer to "games used for training, advertising, simulation, or education." In this article, the authors use the term computer game in its broadest sense, believing it to encompass the broad spectrum of what is usually referred to now as all digital gaming (video games, console games, online games, etc.). They…

Evaluation of the Efficacy of Simulation Games in Traffic Safety Education of Kindergarten Children.

ERIC Educational Resources Information Center

Renaud, Lise; Suissa, Samy

1989-01-01

Uses a post-test-only control group study to evaluate the effect of three different types of simulation games used to teach traffic safety to kindergarten students. Results suggest that games including role-playing/group dynamics and modeling/training can change attitudes and modify behavior with this age group. (FMW)

Construct and concurrent validity of a Nintendo Wii video game made for training basic laparoscopic skills.

PubMed

Jalink, M B; Goris, J; Heineman, E; Pierie, J P E N; ten Cate Hoedemaker, H O

2014-02-01

Virtual reality (VR) laparoscopic simulators have been around for more than 10 years and have proven to be cost- and time-effective in laparoscopic skills training. However, most simulators are, in our experience, considered less interesting by residents and are often poorly accessible. Consequently, these devices are rarely used in actual training. In an effort to make a low-cost and more attractive simulator, a custom-made Nintendo Wii game was developed. This game could ultimately be used to train the same basic skills as VR laparoscopic simulators ought to. Before such a video game can be implemented into a surgical training program, it has to be validated according to international standards. The main goal of this study was to test construct and concurrent validity of the controls of a prototype of the game. In this study, the basic laparoscopic skills of experts (surgeons, urologists, and gynecologists, n = 15) were compared to those of complete novices (internists, n = 15) using the Wii Laparoscopy (construct validity). Scores were also compared to the Fundamentals of Laparoscopy (FLS) Peg Transfer test, an already established assessment method for measuring basic laparoscopic skills (concurrent validity). Results showed that experts were 111 % faster (P = 0.001) on the Wii Laparoscopy task than novices. Also, scores of the FLS Peg Transfer test and the Wii Laparoscopy showed a significant, high correlation (r = 0.812, P < 0.001). The prototype setup of the Wii Laparoscopy possesses solid construct and concurrent validity.

Connecting the Links: Narratives, Simulations and Serious Games in Prehospital Training.

PubMed

Heldal, Ilona; Backlund, Per; Johannesson, Mikael; Lebram, Mikael; Lundberg, Lars

2017-01-01

Due to rapid and substantial changes in the health sector, collaboration and supporting technologies get more into focus. Changes in education and training are also required. Simulations and serious games (SSG) are often advocated as promising technologies supporting training of many and in the same manner, or increasing the skills necessary to deal with new, dangerous, complex or unexpected situations. The aim of this paper is to illustrate and discuss resources needed for planning and performing collaborative contextual training scenarios. Based on a practical study involving prehospital nurses and different simulator technologies the often-recurring activity chains in prehospital training were trained. This paper exemplifies the benefit of using narratives and SSGs for contextual training contributing to higher user experiences. The benefits of using simulation technologies aligned by processes can be easier defined by narratives from practitioners. While processes help to define more efficient and effective training, narratives and SSGs are beneficial to design scenarios with clues for higher user experiences. By discussing illustrative examples, the paper contributes to better understanding of how to plan simulation-technology rich training scenarios.

Applying Open Source Game Engine for Building Visual Simulation Training System of Fire Fighting

NASA Astrophysics Data System (ADS)

Yuan, Diping; Jin, Xuesheng; Zhang, Jin; Han, Dong

There's a growing need for fire departments to adopt a safe and fair method of training to ensure that the firefighting commander is in a position to manage a fire incident. Visual simulation training systems, with their ability to replicate and interact with virtual fire scenarios through the use of computer graphics or VR, become an effective and efficient method for fire ground education. This paper describes the system architecture and functions of a visual simulated training system of fire fighting on oil storage, which adopting Delat3D, a open source game and simulation engine, to provide realistic 3D views. It presents that using open source technology provides not only the commercial-level 3D effects but also a great reduction of cost.

Enhancing cognition with video games: a multiple game training study.

PubMed

Oei, Adam C; Patterson, Michael D

2013-01-01

Previous evidence points to a causal link between playing action video games and enhanced cognition and perception. However, benefits of playing other video games are under-investigated. We examined whether playing non-action games also improves cognition. Hence, we compared transfer effects of an action and other non-action types that required different cognitive demands. We instructed 5 groups of non-gamer participants to play one game each on a mobile device (iPhone/iPod Touch) for one hour a day/five days a week over four weeks (20 hours). Games included action, spatial memory, match-3, hidden- object, and an agent-based life simulation. Participants performed four behavioral tasks before and after video game training to assess for transfer effects. Tasks included an attentional blink task, a spatial memory and visual search dual task, a visual filter memory task to assess for multiple object tracking and cognitive control, as well as a complex verbal span task. Action game playing eliminated attentional blink and improved cognitive control and multiple-object tracking. Match-3, spatial memory and hidden object games improved visual search performance while the latter two also improved spatial working memory. Complex verbal span improved after match-3 and action game training. Cognitive improvements were not limited to action game training alone and different games enhanced different aspects of cognition. We conclude that training specific cognitive abilities frequently in a video game improves performance in tasks that share common underlying demands. Overall, these results suggest that many video game-related cognitive improvements may not be due to training of general broad cognitive systems such as executive attentional control, but instead due to frequent utilization of specific cognitive processes during game play. Thus, many video game training related improvements to cognition may be attributed to near-transfer effects.

Biochemical, physical and tactical analysis of a simulated game in young soccer players.

PubMed

Aquino, Rodrigo L; Gonçalves, Luiz G; Vieira, Luiz H; Oliveira, Lucas P; Alves, Guilherme F; Santiago, Paulo R; Puggina, Enrico F

2016-12-01

The objectives of this study were to describe and compare the displacement patterns and the tactical performance of the players in the first to the second game time and verify possible associations between indirect markers of muscle damage with displacement patterns in a simulated game played by young soccer players. Eighteen young soccer players were submitted to a simulated game and two blood collections, one before and another 30 minutes post-game to analyze the behavior of creatine kinase and lactate dehydrogenase enzymes. The patterns of displacement and tactics variables were obtained through functions developed in MATLAB environment (MathWorks, Inc., Natick, MA, USA). It is observed a significant increase in average speed (P=0.05), number of sprints (P<0.001), the percentage the total distance covered at high intensity (P<0.001) and tactical variables (team surface area: P=0.002; spreading: P=0.001) in the second period of the simulated game. In addition, there was significant reduction in the percentage of the total distance at low intensity (P≤0.05) in the second period, and there was a strong association between the percentage of change delta of creatine kinase and lactate dehydrogenase with the displacement patterns in the simulated game. The results show that indirect markers of muscle damage have great association with displacement patterns in game performed in training conditions for young soccer players, evidencing a need for reflection on the post-training recovery sessions strategies, contributing to better planning of sessions throughout the macrocycle.

Constructing Virtual Training Demonstrations

DTIC Science & Technology

2008-12-01

virtual environments have been shown to be effective for training, and distributed game -based architectures contribute an added benefit of wide...investigation of how a demonstration authoring toolset can be constructed from existing virtual training environments using 3-D multiplayer gaming ...intelligent agents project to create AI middleware for simulations and videogames . The result was SimBionic®, which enables users to graphically author

Creating a gold medal Olympic and Paralympics health care team: a satisfaction survey of the mobile medical unit/polyclinic team training for the Vancouver 2010 winter games

PubMed Central

2013-01-01

Background The mobile medical unit/polyclinic (MMU/PC) was an essential part of the medical services to support ill or injured Olympic or Paralympics family during the 2010 Olympic and Paralympics winter games. The objective of this study was to survey the satisfaction of the clinical staff that completed the training programs prior to deployment to the MMU. Methods Medical personnel who participated in at least one of the four training programs, including (1) week-end sessions; (2) web-based modules; (3) just-in-time training; and (4) daily simulation exercises were invited to participate in a web-based survey and comment on their level of satisfaction with training program. Results A total of 64 (out of 94 who were invited) physicians, nurses and respiratory therapists completed the survey. All participants reported favorably that the MMU/PC training positively impacted their knowledge, skills and team functions while deployed at the MMU/PC during the 2010 Olympic Games. However, components of the training program were valued differently depending on clinical job title, years of experience, and prior experience in large scale events. Respondents with little or no experience working in large scale events (45%) rated daily simulations as the most valuable component of the training program for strengthening competencies and knowledge in clinical skills for working in large scale events. Conclusion The multi-phase MMU/PC training was found to be beneficial for preparing the medical team for the 2010 Winter Games. In particular this survey demonstrates the effectiveness of simulation training programs on teamwork competencies in ad hoc groups. PMID:24225074

Constructing Training Demonstrations

DTIC Science & Technology

2009-01-16

evaluates approaches and platforms to be employed for demonstrations, such as film, video , computer-based training, videogames , and simulations [10...environments using 3-D multiplayer gaming technologies. Together these avenues inform our effort to create demonstrations for Army curricula. 1 2 TABLE OF...space of technology platforms with a focus on 3-D game engines. With these two pieces of work in mind, we examine team training applications for

Simulation Techniques in Training College Administrators.

ERIC Educational Resources Information Center

Fincher, Cameron

Traditional methods of recruitment and selection in academic administration have not placed an emphasis on formal training or preparation but have relied heavily on informal notions of experiential learning. Simulation as a device for representing complex processes in a manageable form, gaming as an organizing technique for training and…

Simulation game provides financial management training.

PubMed

Uhles, Neville; Weimer-Elder, Barbette; Lee, James G

2008-01-01

Adventist HealthCare developed a workshop with a reality simulation game as an engaging means to teach nonfinancial managers about the relationships between cash flow, income statements, and balance sheets. Thirty AHC staff, about half financial and half nonfinancial, were trained as workshop facilitators, and all managers with budget oversight were asked to complete the workshop. The workshop was very positively received; participants' average scores on workshop questionnaires increased from 77.4 percent correct on a presession questionnaire to 91.3 percent correct on a postsession questionnaire.

Water management simulation games and the construction of knowledge

NASA Astrophysics Data System (ADS)

Rusca, M.; Heun, J.; Schwartz, K.

2012-03-01

In recent years simulations have become an important part of teaching activities. The reasons behind the popularity of simulation games are twofold. On the one hand, emerging theories on how people learn have called for an experienced-based learning approach. On the other hand, the demand for water management professionals has changed. Three important developments are having considerable consequences for water management programmes, which educate and train these professionals. These developments are the increasing emphasis on integration in water management, the characteristics and speed of reforms in the public sector and the shifting state-society relations in many countries. In response to these developments, demand from the labour market is oriented toward water professionals who need to have both a specialist in-depth knowledge in their own field, as well as the ability to understand and interact with other disciplines and interests. In this context, skills in negotiating, consensus building and working in teams are considered essential for all professionals. In this paper we argue that simulation games have an important role to play in (actively) educating students and training the new generation of water professionals to respond to the above-mentioned challenges. At the same time, simulations are not a panacea for learners and teachers. Challenges of using simulations games include the demands it places on the teacher. Setting up the simulation game, facilitating the delivery and ensuring that learning objectives are achieved requires considerable knowledge and experience as well as considerable time-inputs of the teacher. Moreover, simulation games usually incorporate a case-based learning model, which may neglect or underemphasize theories and conceptualization. For simulations to be effective they have to be embedded in this larger theoretical and conceptual framework. Simulations, therefore, complement rather than substitute traditional teaching methods.

Water management simulation games and the construction of knowledge

NASA Astrophysics Data System (ADS)

Rusca, M.; Heun, J.; Schwartz, K.

2012-08-01

In recent years, simulations have become an important part of teaching activities. The reasons behind the popularity of simulation games are twofold. On the one hand, emerging theories on how people learn have called for an experienced-based learning approach. On the other hand, the demand for water management professionals has changed. Three important developments are having considerable consequences for water management programmes, which educate and train these professionals. These developments are the increasing emphasis on integration in water management, the characteristics and speed of reforms in the public sector and the shifting state-society relations in many countries. In response to these developments, demand from the labour market is oriented toward water professionals who need to have both a specialist in-depth knowledge in their own field, as well as the ability to understand and interact with other disciplines and interests. In this context, skills in negotiating, consensus building and working in teams are considered essential for all professionals. In this paper, we argue that simulation games have an important role to play in (actively) educating students and training the new generation of water professionals to respond to the above-mentioned challenges. At the same time, simulations are not a panacea for learners and teachers. Challenges of using simulation games include the demands it places on the teacher. Setting up the simulation game, facilitating the delivery and ensuring that learning objectives are achieved require considerable knowledge and experience as well as considerable time-inputs of the teacher. Moreover, simulation games usually incorporate a case-based learning model, which may neglect or underemphasize theories and conceptualizations. For simulations to be effective, they have to be embedded in this larger theoretical and conceptual framework. Simulations, therefore, complement rather than substitute traditional teaching methods.

Serious games in the classroom: gauging student perceptions.

PubMed

Kapralos, Bill; Cristancho, Sayra; Porte, Mark; Backstein, David; Monclou, Alex; Dubrowski, Adam

2011-01-01

Serious games, or video game-based technology applied to training, learning applications, provide a high fidelity simulation of particular environments and situations that focus on high level skills that are required in the field. Given the popularity of video games, particularly with today's generation of learners, and the growing trend of restricted resident work hours and diminished operating room exposure due to limited budgets increased case complexity and medicolegal concerns, serious games provide a cost-effective viable training option. To develop effective serious games, the views and perceptions of both the end users (learners) and educators regarding their use "in the classroom" must be assessed and accounted for. Here we present the results of a survey that was designed to assess students' perceptions of serious games.

Enhancing Cognition with Video Games: A Multiple Game Training Study

PubMed Central

Oei, Adam C.; Patterson, Michael D.

2013-01-01

Background Previous evidence points to a causal link between playing action video games and enhanced cognition and perception. However, benefits of playing other video games are under-investigated. We examined whether playing non-action games also improves cognition. Hence, we compared transfer effects of an action and other non-action types that required different cognitive demands. Methodology/Principal Findings We instructed 5 groups of non-gamer participants to play one game each on a mobile device (iPhone/iPod Touch) for one hour a day/five days a week over four weeks (20 hours). Games included action, spatial memory, match-3, hidden- object, and an agent-based life simulation. Participants performed four behavioral tasks before and after video game training to assess for transfer effects. Tasks included an attentional blink task, a spatial memory and visual search dual task, a visual filter memory task to assess for multiple object tracking and cognitive control, as well as a complex verbal span task. Action game playing eliminated attentional blink and improved cognitive control and multiple-object tracking. Match-3, spatial memory and hidden object games improved visual search performance while the latter two also improved spatial working memory. Complex verbal span improved after match-3 and action game training. Conclusion/Significance Cognitive improvements were not limited to action game training alone and different games enhanced different aspects of cognition. We conclude that training specific cognitive abilities frequently in a video game improves performance in tasks that share common underlying demands. Overall, these results suggest that many video game-related cognitive improvements may not be due to training of general broad cognitive systems such as executive attentional control, but instead due to frequent utilization of specific cognitive processes during game play. Thus, many video game training related improvements to cognition may be attributed to near-transfer effects. PMID:23516504

Life-cycle: simulating the problems of aging and the aged.

PubMed

Chaisson, G M

1977-01-01

A review of the problems that led to the development of a social simulation game, entitled "Life-Cycle" and an explanation of the objectives of the game and how it is used in the training of health care personnel in geriatrics is presented. Additionally, the results of a controlled experimental evaluation of the game's impact upon participants in terms of change in emotional responses and attitudes toward the elderly is covered.

ALFIL: A Crowd Simulation Serious Game for Massive Evacuation Training and Awareness

ERIC Educational Resources Information Center

García-García, César; Fernández-Robles, José Luis; Larios-Rosillo, Victor; Luga, Hervé

2012-01-01

This article presents the current development of a serious game for the simulation of massive evacuations. The purpose of this project is to promote self-protection through awareness of the procedures and different possible scenarios during the evacuation of a massive event. Sophisticated behaviors require massive computational power and it has…

Introducing Teamwork Challenges in Simulation Using Game Cards.

PubMed

Chang, Todd P; Kwan, Karen Y; Liberman, Danica; Song, Eric; Dao, Eugene H; Chung, Dayun; Morton, Inge; Festekjian, Ara

2015-08-01

Poor teamwork and communication during resuscitations are linked to patient safety problems and poorer outcomes. We present a novel simulation-based educational intervention using game cards to introduce challenges in teamwork. This intervention uses sets of game cards that designate roles, limitations, or communication challenges designed to introduce common communication or teamwork problems. Game cards are designed to be applicable for any simulation-based scenario and are independent from patient physiology. In our example, participants were pediatric emergency medicine fellows undergoing simulation training for orientation. We describe the use of card sets in different scenarios with increasing teamwork challenge and difficulty. Both postscenario and summative debriefings were facilitated to allow participants to reflect on their performance and discover ways to apply their strategies to real resuscitations. In this article, we present our experience with the novel use of game cards to modify simulation scenarios to improve communication and teamwork skills.

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

Considerations for Adaptive Tutoring Within Serious Games: Authoring Cognitive Models and game Interfaces

DTIC Science & Technology

2011-06-01

character skills correspond to real- world player skills (transfer). In games such as World of Warcraft , "grinding" behaviors are popular (boring...reflecting on a recent emphasis on self-directed learning using game-based simulations and virtual worlds , the authors considered key challenges in...transforming serious games and virtual worlds into adaptive training tools. This article reflects specifically on the challenges and potential of cognitive

Development of the KOSMS management simulation training system and its application

NASA Astrophysics Data System (ADS)

Takatsu, Yoshiki

The use of games which simulate actual corporate management has recently become more common and is now utilized in various ways for in-house corporate training courses. KOSMS (Kobe Steel Management Simulation System), a training system designed to help improve the management skills of senior management staff, is a unique management simulation training system in which the participants, using personal computers, must make decisions concerning a variety of management activities, in simulated competition with other corporations. This report outlines the KOSMS system, and describes the basic structure and detailed contents of the management simulation models, and actual application of the KOSMS management simulation training.

Physiologically Modulating Videogames or Simulations which use Motion-Sensing Input Devices

NASA Technical Reports Server (NTRS)

Pope, Alan T. (Inventor); Stephens, Chad L. (Inventor); Blanson, Nina Marie (Inventor)

2014-01-01

New types of controllers allow players to make inputs to a video game or simulation by moving the entire controller itself. This capability is typically accomplished using a wireless input device having accelerometers, gyroscopes, and an infrared LED tracking camera. The present invention exploits these wireless motion-sensing technologies to modulate the player's movement inputs to the videogame based upon physiological signals. Such biofeedback-modulated video games train valuable mental skills beyond eye-hand coordination. These psychophysiological training technologies enhance personal improvement, not just the diversion, of the user.

Using virtual reality technology and hand tracking technology to create software for training surgical skills in 3D game

NASA Astrophysics Data System (ADS)

Zakirova, A. A.; Ganiev, B. A.; Mullin, R. I.

2015-11-01

The lack of visible and approachable ways of training surgical skills is one of the main problems in medical education. Existing simulation training devices are not designed to teach students, and are not available due to the high cost of the equipment. Using modern technologies such as virtual reality and hands movements fixation technology we want to create innovative method of learning the technics of conducting operations in 3D game format, which can make education process interesting and effective. Creating of 3D format virtual simulator will allow to solve several conceptual problems at once: opportunity of practical skills improvement unlimited by the time without the risk for patient, high realism of environment in operational and anatomic body structures, using of game mechanics for information perception relief and memorization of methods acceleration, accessibility of this program.

Streamlining Simulation Development using a Commercial Game Engine

DTIC Science & Technology

2009-10-01

few years. The realism is stunning and the Commercial Game Industry fuels the fire of cutting edge advances in hardware and immersive experiences...Technology applies to Military training in more than just the obvious upgrades in game engines and hardware. The increased visual realism and performance...elaborate storytelling and cinematic effects provide a more immersive and compelling experience to the player. The underlying game engine technology

Fun During Knee Rehabilitation: Feasibility and Acceptability Testing of a New Android-Based Training Device.

PubMed

Weber-Spickschen, Thomas Sanjay; Colcuc, Christian; Hanke, Alexander; Clausen, Jan-Dierk; James, Paul Abraham; Horstmann, Hauke

2017-01-01

The initial goals of rehabilitation after knee injuries and operations are to achieve full knee extension and to activate quadriceps muscle. In addition to regular physiotherapy, an android-based knee training device is designed to help patients achieve these goals and improve compliance in the early rehabilitation period. This knee training device combines fun in a computer game with muscular training or rehabilitation. Our aim was to test the feasibility and acceptability of this new device. 50 volunteered subjects enrolled to test out the computer game aided device. The first game was the high-striker game, which recorded maximum knee extension power. The second game involved controlling quadriceps muscular power to simulate flying an aeroplane in order to record accuracy of muscle activation. The subjects evaluated this game by completing a simple questionnaire. No technical problem was encountered during the usage of this device. No subjects complained of any discomfort after using this device. Measurements including maximum knee extension power, knee muscle activation and control were recorded successfully. Subjects rated their experience with the device as either excellent or very good and agreed that the device can motivate and monitor the progress of knee rehabilitation training. To the best of our knowledge, this is the first android-based tool available to fast track knee rehabilitation training. All subjects gave very positive feedback to this computer game aided knee device.

Learning in a Massively Multiplayer Online Role Playing Game: The Development of Government Leadership Competencies and Performance Elements

ERIC Educational Resources Information Center

Brown, Tammy

2011-01-01

The increase of technological capabilities has opened the door to innovations that help people learn. One popular form of training over the past 10 years has been in Serious Game--simulations used for training rather than entertainment. The purpose of the study was to determine whether participants who played a massively multiplayer online role…

Management Is the Name of the Game.

ERIC Educational Resources Information Center

Samuel, Oliver

1986-01-01

Describes a teaching game designed to train clinicians about effective management practices and strategies. Provides the goals and objectives of the same, along with the specific instructions for participants involved in this simulated operation of an imaginary health center. (TW)

The Values of College Students in Business Simulation Game: A Means-End Chain Approach

ERIC Educational Resources Information Center

Lin, Yu-Ling; Tu, Yu-Zu

2012-01-01

Business simulation games (BSGs) enable students to practice making decisions in a virtual environment, accumulate experience in application of strategies, and train themselves in modes of decision-making. This study examines the value sought by players of BSG. In this study, a means-end chain (MEC) model was adopted as the basis, and ladder…

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.

Altering the Speed Profiles of Wheelchair Rugby Players With Game-Simulation Drill Design.

PubMed

Rhodes, James M; Mason, Barry S; Paulson, Thomas A W; Goosey-Tolfrey, Victoria L

2018-01-01

To examine the speed profiles of elite wheelchair rugby (WCR) players during game-simulation training drills of differing player number and shot-clock regulations. A secondary aim was to determine whether the profiles were further influenced by player classification. Eight elite WCR players (low-point n = 3, high-point n = 5) were monitored using a radio-frequency-based indoor tracking system during training sessions over a 5-mo period. Speed profiles were collected for 3 modified game-simulation drills-3-versus-3 drills (n = 8 observations), 30-s shot clock (n = 24 observations), and 15-s shot clock (n = 16 observations)-and were compared with regular game-simulation drills (4 vs 4, 40-s shot clock; n = 16 observations). Measures included mean and peak speed; exercise-intensity ratios, defined as the ratio of time spent performing at high and low speeds; and the number of high-speed activities performed. Compared with regular game-simulation drills, 3-versus-3 drills elicited a moderate increase in mean speed (6.3%; effect size [ES] = 0.7) and the number of high-speed activities performed (44.1%; ES = 1.1). Minimal changes in speed profiles were observed during the 30-s shot clock, although moderate to large increases in all measures were observed during the 15-s shot-clock drills. Classification-specific differences were further identified, with increased activity observed for high-point players during the 3-versus-3 drill and for low-point players during the 15-s shot clock. By reducing the number of players on court and the shot clock to 15 s, coaches can significantly increase elite WCR players' speed profiles during game-simulation drills.

Disaster Medicine Training Through Simulations for Fourth-Year Students.

ERIC Educational Resources Information Center

Cloutier, Marc G.; Cowan, Michael L.

1986-01-01

The use of a six-day multiple-simulation exercise in the military disaster medical services training program of the Uniformed Services University of the Health Sciences is described. It is the second part of a clerkship that includes a classroom/laboratory phase using a disaster problem-solving board game. (MSE)

Serious gaming technology in major incident triage training: a pragmatic controlled trial.

PubMed

Knight, James F; Carley, Simon; Tregunna, Bryan; Jarvis, Steve; Smithies, Richard; de Freitas, Sara; Dunwell, Ian; Mackway-Jones, Kevin

2010-09-01

By exploiting video games technology, serious games strive to deliver affordable, accessible and usable interactive virtual worlds, supporting applications in training, education, marketing and design. The aim of the present study was to evaluate the effectiveness of such a serious game in the teaching of major incident triage by comparing it with traditional training methods. Pragmatic controlled trial. During Major Incident Medical Management and Support Courses, 91 learners were randomly distributed into one of two training groups: 44 participants practiced triage sieve protocol using a card-sort exercise, whilst the remaining 47 participants used a serious game. Following the training sessions, each participant undertook an evaluation exercise, whereby they were required to triage eight casualties in a simulated live exercise. Performance was assessed in terms of tagging accuracy (assigning the correct triage tag to the casualty), step accuracy (following correct procedure) and time taken to triage all casualties. Additionally, the usability of both the card-sort exercise and video game were measured using a questionnaire. Tagging accuracy by participants who underwent the serious game training was significantly higher than those who undertook the card-sort exercise [Chi2=13.126, p=0.02]. Step accuracy was also higher in the serious game group but only for the numbers of participants that followed correct procedure when triaging all eight casualties [Chi2=5.45, p=0.0196]. There was no significant difference in time to triage all casualties (card-sort=435+/-74 s vs video game=456+/-62 s, p=0.155). Serious game technologies offer the potential to enhance learning and improve subsequent performance when compared to traditional educational methods. Copyright 2010 Elsevier Ireland Ltd. All rights reserved.

Saving robots improves laparoscopic performance: transfer of skills from a serious game to a virtual reality simulator.

PubMed

IJgosse, Wouter M; van Goor, Harry; Luursema, Jan-Maarten

2018-01-18

Residents find it hard to commit to structural laparoscopic skills training. Serious gaming has been proposed as a solution on the premise that it is effective and more motivating than traditional simulation. We establish construct validity for the laparoscopic serious game Underground by comparing laparoscopic simulator performance for a control group and an Underground training group. A four-session laparoscopic basic skills course is part of the medical master students surgical internship at the Radboud University Medical Centre. Four cohorts, representing 107 participants, were assigned to either the Underground group or the control group. The control group trained on the FLS video trainer and the LapSim virtual reality simulator for four sessions. The Underground group played Underground for three sessions followed by a transfer session on the FLS video trainer and the LapSim. To assess the effect of engaging in serious gameplay on performance on two validated laparoscopic simulators, initial performance on the FLS video trainer and the LapSim was compared between the control group (first session) and the Underground group (fourth session). We chose task duration as a proxy for laparoscopic performance. The Underground group outperformed the control group on all three LapSim tasks: Camera navigation F(1) = 12.71, p < .01; Instrument navigation F(1) = 8.04, p < .01; and Coordination F(1) = 6.36, p = .01. There was no significant effect of playing Underground for performance on the FLS video trainer Peg Transfer task, F(1) = 0.28, p = .60. We demonstrated skills transfer between a serious game and validated laparoscopic simulator technology. Serious gaming may become a valuable, cost-effective addition to the skillslab, if transfer to the operating room can be established. Additionally, we discuss sources of transferable skills to help explain our and previous findings.

A conceptual framework of game-informed principles for health professions education.

PubMed

Ellaway, Rachel H

2016-01-01

Games have been used for training purposes for many years, but their use remains somewhat underdeveloped and under-theorized in health professional education. This paper considers the basis for using serious games (games that have an explicit educational purpose) in health professional education in terms of their underlying concepts and design principles. These principles can be understood as a series of game facets: competition and conflict, chance and luck, experience and performance, simulation and make-believe, tactics and strategies, media, symbols and actions, and complexity and difficulty. Games are distinct and bound in ways that other health professional education activities are not. The differences between games and simulation can be understood in terms of the interconnected concepts of isomorphism (convergence with real-world practice) and anisomorphism (divergence from real-world practice). Gaming facets can extend the instructional design repertoire in health professional education.

Current Issues in the Use of Virtual Simulations for Dismounted Soldier Training

DTIC Science & Technology

2006-06-01

technology and the experience of Soldiers playing video games has tremendous appeal. Are Soldiers as familiar with these games as we assume, and how well do...IMTS evaluation described earlier reported a mean of 9.5 hours (median 6.5 hours) per week playing computer or video games . A sample of 27 Infantry...playing computer or video games . However, 7% and 22% of the Soldiers in these samples, respectively, did not play video games . Beal and Christ

Fun During Knee Rehabilitation: Feasibility and Acceptability Testing of a New Android-Based Training Device

PubMed Central

Weber-Spickschen, Thomas Sanjay; Colcuc, Christian; Hanke, Alexander; Clausen, Jan-Dierk; James, Paul Abraham; Horstmann, Hauke

2017-01-01

Purpose: The initial goals of rehabilitation after knee injuries and operations are to achieve full knee extension and to activate quadriceps muscle. In addition to regular physiotherapy, an android-based knee training device is designed to help patients achieve these goals and improve compliance in the early rehabilitation period. This knee training device combines fun in a computer game with muscular training or rehabilitation. Our aim was to test the feasibility and acceptability of this new device. Methods: 50 volunteered subjects enrolled to test out the computer game aided device. The first game was the high-striker game, which recorded maximum knee extension power. The second game involved controlling quadriceps muscular power to simulate flying an aeroplane in order to record accuracy of muscle activation. The subjects evaluated this game by completing a simple questionnaire. Results: No technical problem was encountered during the usage of this device. No subjects complained of any discomfort after using this device. Measurements including maximum knee extension power, knee muscle activation and control were recorded successfully. Subjects rated their experience with the device as either excellent or very good and agreed that the device can motivate and monitor the progress of knee rehabilitation training. Conclusion: To the best of our knowledge, this is the first android-based tool available to fast track knee rehabilitation training. All subjects gave very positive feedback to this computer game aided knee device. PMID:29081870

Machine Learning for Education: Learning to Teach

DTIC Science & Technology

2016-12-01

such as commercial aviation, healthcare, and military operations. In the context of military applications, serious gaming – the training warfighters...problems. Playing these games not only allowed the warfighter to discover and learn new tactics, techniques, and procedures, but also allowed the...collecting information across relevant sample sizes have motivated a data-driven, game - based simulation approach. For example, industry and academia alike

Learning Ultrasound-Guided Needle Insertion Skills through an Edutainment Game

NASA Astrophysics Data System (ADS)

Chan, Wing-Yin; Ni, Dong; Pang, Wai-Man; Qin, Jing; Chui, Yim-Pan; Yu, Simon Chun-Ho; Heng, Pheng-Ann

Ultrasound-guided needle insertion is essential in many of minimally invasive surgeries or procedures, such as biopsy, drug delivery, spinal anaesthesia, etc. Accurate and safe needle insertion is a difficult task due to the high requirement of hand-eye coordination skills. Many proposed virtual reality (VR) based training systems put their emphasis on realistic simulation instead of pedagogical efficiency. The lack of schematic training scenario leads to boredom of repetitive operations. To solve this, we present our novel training system with the integration of game elements in order to retain the trainees' enthusiasm. Task-oriented scenarios, time attack scenarios and performance evaluation are introduced. Besides, some state-of-art technologies are also presented, including ultrasound simulation, needle haptic rendering as well as a mass-spring-based needle-tissue interaction simulation. These works are shown to be effective to keep the trainees up with learning.

Effects of Video Game Training on Measures of Selective Attention and Working Memory in Older Adults: Results from a Randomized Controlled Trial.

PubMed

Ballesteros, Soledad; Mayas, Julia; Prieto, Antonio; Ruiz-Marquez, Eloísa; Toril, Pilar; Reales, José M

2017-01-01

Video game training with older adults potentially enhances aspects of cognition that decline with aging and could therefore offer a promising training approach. Although, previous published studies suggest that training can produce transfer, many of them have certain shortcomings. This randomized controlled trial (RCT; Clinicaltrials.gov ID: NCT02796508) tried to overcome some of these limitations by incorporating an active control group and the assessment of motivation and expectations. Seventy-five older volunteers were randomly assigned to the experimental group trained for 16 sessions with non-action video games from Lumosity , a commercial platform (http://www.lumosity.com/) or to an active control group trained for the same number of sessions with simulation strategy games. The final sample included 55 older adults (30 in the experimental group and 25 in the active control group). Participants were tested individually before and after training to assess working memory (WM) and selective attention and also reported their perceived improvement, motivation and engagement. The results showed improved performance across the training sessions. The main results were: (1) the experimental group did not show greater improvements in measures of selective attention and working memory than the active control group (the opposite occurred in the oddball task); (2) a marginal training effect was observed for the N -back task, but not for the Stroop task while both groups improved in the Corsi Blocks task. Based on these results, one can conclude that training with non-action games provide modest benefits for untrained tasks. The effect is not specific for that kind of training as a similar effect was observed for strategy video games. Groups did not differ in motivation, engagement or expectations.

Effects of Video Game Training on Measures of Selective Attention and Working Memory in Older Adults: Results from a Randomized Controlled Trial

PubMed Central

Ballesteros, Soledad; Mayas, Julia; Prieto, Antonio; Ruiz-Marquez, Eloísa; Toril, Pilar; Reales, José M.

2017-01-01

Video game training with older adults potentially enhances aspects of cognition that decline with aging and could therefore offer a promising training approach. Although, previous published studies suggest that training can produce transfer, many of them have certain shortcomings. This randomized controlled trial (RCT; Clinicaltrials.gov ID: NCT02796508) tried to overcome some of these limitations by incorporating an active control group and the assessment of motivation and expectations. Seventy-five older volunteers were randomly assigned to the experimental group trained for 16 sessions with non-action video games from Lumosity, a commercial platform (http://www.lumosity.com/) or to an active control group trained for the same number of sessions with simulation strategy games. The final sample included 55 older adults (30 in the experimental group and 25 in the active control group). Participants were tested individually before and after training to assess working memory (WM) and selective attention and also reported their perceived improvement, motivation and engagement. The results showed improved performance across the training sessions. The main results were: (1) the experimental group did not show greater improvements in measures of selective attention and working memory than the active control group (the opposite occurred in the oddball task); (2) a marginal training effect was observed for the N-back task, but not for the Stroop task while both groups improved in the Corsi Blocks task. Based on these results, one can conclude that training with non-action games provide modest benefits for untrained tasks. The effect is not specific for that kind of training as a similar effect was observed for strategy video games. Groups did not differ in motivation, engagement or expectations. PMID:29163136

Training Methods and Tactical Decision-Making Simulations

DTIC Science & Technology

2007-09-01

TDS TDG ALL Standard Deviation 100.60 14.85 87.40 Puzzle, Card , Board Subjects Responding 5 3 8 Total # of Hours/Year 805 774 1579 Minimum...Table 7 shows that participants had the most commercial game experience with puzzle, card , board, and adventure/fantasy type games. Participants...circle all that apply) 1. first person shooter 2. flight simulations 3. racing 4. other sports 5. puzzle, strategy, card , board

Robotically facilitated virtual rehabilitation of arm transport integrated with finger movement in persons with hemiparesis.

PubMed

Merians, Alma S; Fluet, Gerard G; Qiu, Qinyin; Saleh, Soha; Lafond, Ian; Davidow, Amy; Adamovich, Sergei V

2011-05-16

Recovery of upper extremity function is particularly recalcitrant to successful rehabilitation. Robotic-assisted arm training devices integrated with virtual targets or complex virtual reality gaming simulations are being developed to deal with this problem. Neural control mechanisms indicate that reaching and hand-object manipulation are interdependent, suggesting that training on tasks requiring coordinated effort of both the upper arm and hand may be a more effective method for improving recovery of real world function. However, most robotic therapies have focused on training the proximal, rather than distal effectors of the upper extremity. This paper describes the effects of robotically-assisted, integrated upper extremity training. Twelve subjects post-stroke were trained for eight days on four upper extremity gaming simulations using adaptive robots during 2-3 hour sessions. The subjects demonstrated improved proximal stability, smoothness and efficiency of the movement path. This was in concert with improvement in the distal kinematic measures of finger individuation and improved speed. Importantly, these changes were accompanied by a robust 16-second decrease in overall time in the Wolf Motor Function Test and a 24-second decrease in the Jebsen Test of Hand Function. Complex gaming simulations interfaced with adaptive robots requiring integrated control of shoulder, elbow, forearm, wrist and finger movements appear to have a substantial effect on improving hemiparetic hand function. We believe that the magnitude of the changes and the stability of the patient's function prior to training, along with maintenance of several aspects of the gains demonstrated at retention make a compelling argument for this approach to training.

Robotically facilitated virtual rehabilitation of arm transport integrated with finger movement in persons with hemiparesis

PubMed Central

2011-01-01

Background Recovery of upper extremity function is particularly recalcitrant to successful rehabilitation. Robotic-assisted arm training devices integrated with virtual targets or complex virtual reality gaming simulations are being developed to deal with this problem. Neural control mechanisms indicate that reaching and hand-object manipulation are interdependent, suggesting that training on tasks requiring coordinated effort of both the upper arm and hand may be a more effective method for improving recovery of real world function. However, most robotic therapies have focused on training the proximal, rather than distal effectors of the upper extremity. This paper describes the effects of robotically-assisted, integrated upper extremity training. Methods Twelve subjects post-stroke were trained for eight days on four upper extremity gaming simulations using adaptive robots during 2-3 hour sessions. Results The subjects demonstrated improved proximal stability, smoothness and efficiency of the movement path. This was in concert with improvement in the distal kinematic measures of finger individuation and improved speed. Importantly, these changes were accompanied by a robust 16-second decrease in overall time in the Wolf Motor Function Test and a 24-second decrease in the Jebsen Test of Hand Function. Conclusions Complex gaming simulations interfaced with adaptive robots requiring integrated control of shoulder, elbow, forearm, wrist and finger movements appear to have a substantial effect on improving hemiparetic hand function. We believe that the magnitude of the changes and the stability of the patient's function prior to training, along with maintenance of several aspects of the gains demonstrated at retention make a compelling argument for this approach to training. PMID:21575185

Physiologically Modulating Videogames or Simulations which Use Motion-Sensing Input Devices

NASA Technical Reports Server (NTRS)

Blanson, Nina Marie (Inventor); Stephens, Chad L. (Inventor); Pope, Alan T. (Inventor)

2017-01-01

New types of controllers allow a player to make inputs to a video game or simulation by moving the entire controller itself or by gesturing or by moving the player's body in whole or in part. This capability is typically accomplished using a wireless input device having accelerometers, gyroscopes, and a camera. The present invention exploits these wireless motion-sensing technologies to modulate the player's movement inputs to the videogame based upon physiological signals. Such biofeedback-modulated video games train valuable mental skills beyond eye-hand coordination. These psychophysiological training technologies enhance personal improvement, not just the diversion, of the user.

60 seconds to survival: A pilot study of a disaster triage video game for prehospital providers.

PubMed

Cicero, Mark X; Whitfill, Travis; Munjal, Kevin; Madhok, Manu; Diaz, Maria Carmen G; Scherzer, Daniel J; Walsh, Barbara M; Bowen, Angela; Redlener, Michael; Goldberg, Scott A; Symons, Nadine; Burkett, James; Santos, Joseph C; Kessler, David; Barnicle, Ryan N; Paesano, Geno; Auerbach, Marc A

2017-01-01

Disaster triage training for emergency medical service (EMS) providers is not standardized. Simulation training is costly and time-consuming. In contrast, educational video games enable low-cost and more time-efficient standardized training. We hypothesized that players of the video game "60 Seconds to Survival" (60S) would have greater improvements in disaster triage accuracy compared to control subjects who did not play 60S. Participants recorded their demographics and highest EMS training level and were randomized to play 60S (intervention) or serve as controls. At baseline, all participants completed a live school-shooting simulation in which manikins and standardized patients depicted 10 adult and pediatric victims. The intervention group then played 60S at least three times over the course of 13 weeks (time 2). Players triaged 12 patients in three scenarios (school shooting, house fire, tornado), and received in-game performance feedback. At time 2, the same live simulation was conducted for all participants. Controls had no disaster training during the study. The main outcome was improvement in triage accuracy in live simulations from baseline to time 2. Physicians and EMS providers predetermined expected triage level (RED/YELLOW/GREEN/BLACK) via modified Delphi method. There were 26 participants in the intervention group and 21 in the control group. There was no difference in gender, level of training, or years of EMS experience (median 5.5 years intervention, 3.5 years control, p = 0.49) between the groups. At baseline, both groups demonstrated median triage accuracy of 80 percent (IQR 70-90 percent, p = 0.457). At time 2, the intervention group had a significant improvement from baseline (median accuracy = 90 percent [IQR: 80-90 percent], p = 0.005), while the control group did not (median accuracy = 80 percent [IQR:80-95], p = 0.174). However, the mean improvement from baseline was not significant between the two groups (difference = 6.5, p = 0.335). The intervention demonstrated a significant improvement in accuracy from baseline to time 2 while the control did not. However, there was no significant difference in the improvement between the intervention and control groups. These results may be due to small sample size. Future directions include assessment of the game's effect on triage accuracy with a larger, multisite site cohort and iterative development to improve 60S.

What Older People Like to Play: Genre Preferences and Acceptance of Casual Games.

PubMed

Chesham, Alvin; Wyss, Patric; Müri, René Martin; Mosimann, Urs Peter; Nef, Tobias

2017-04-18

In recent computerized cognitive training studies, video games have emerged as a promising tool that can benefit cognitive function and well-being. Whereas most video game training studies have used first-person shooter (FPS) action video games, subsequent studies found that older adults dislike this type of game and generally prefer casual video games (CVGs), which are a subtype of video games that are easy to learn and use simple rules and interfaces. Like other video games, CVGs are organized into genres (eg, puzzle games) based on the rule-directed interaction with the game. Importantly, game genre not only influences the ease of interaction and cognitive abilities CVGs demand, but also affects whether older adults are willing to play any particular genre. To date, studies looking at how different CVG genres resonate with older adults are lacking. The aim of this study was to investigate how much older adults enjoy different CVG genres and how favorably their CVG characteristics are rated. A total of 16 healthy adults aged 65 years and above playtested 7 CVGs from 4 genres: casual action, puzzle, simulation, and strategy video games. Thereafter, they rated casual game preference and acceptance of casual game characteristics using 4 scales from the Core Elements of the Gaming Experience Questionnaire (CEGEQ). For this, participants rated how much they liked the game (enjoyment), understood the rules of the game (game-play), learned to manipulate the game (control), and make the game their own (ownership). Overall, enjoyment and acceptance of casual game characteristics was high and significantly above the midpoint of the rating scale for all CVG genres. Mixed model analyses revealed that ratings of enjoyment and casual game characteristics were significantly influenced by CVG genre. Participants' mean enjoyment of casual puzzle games (mean 0.95 out of 1.00) was significantly higher than that for casual simulation games (mean 0.75 and 0.73). For casual game characteristics, casual puzzle and simulation games were given significantly higher game-play ratings than casual action games. Similarly, participants' control ratings for casual puzzle games were significantly higher than that for casual action and simulation games. Finally, ownership was rated significantly higher for casual puzzle and strategy games than for casual action games. The findings of this study show that CVGs have characteristics that are suitable and enjoyable for older adults. In addition, genre was found to influence enjoyment and ratings of CVG characteristics, indicating that puzzle games are particularly easy to understand, learn, and play, and are enjoyable. Future studies should continue exploring the potential of CVG interventions for older adults in improving cognitive function, everyday functioning, and well-being. We see particular potential for CVGs in people suffering from cognitive impairment due to dementia or brain injury. ©Alvin Chesham, Patric Wyss, René Martin Müri, Urs Peter Mosimann, Tobias Nef. Originally published in JMIR Serious Games (http://games.jmir.org), 18.04.2017.

Evaluation of the efficacy of simulation games in traffic safety education of kindergarten children.

PubMed Central

Renaud, L; Suissa, S

1989-01-01

Using a simulation game designed to teach children to obey certain traffic safety rules, an experimental study was conducted with 136 five-year-old children in four Quebec schools. Within each classroom, subjects were randomly divided into four groups: three intervention groups and one control group. Each of the experimental groups was subjected to a different intervention with outcome measured using three instruments related to attitudes, behavior, and transfer of learning of pedestrian traffic safety. Results suggest that simulation games including role-playing/group dynamics and modeling/training can change attitudes and modify behavior in the area of pedestrian traffic safety in children of this age. PMID:2916716

Evaluation of the efficacy of simulation games in traffic safety education of kindergarten children.

PubMed

Renaud, L; Suissa, S

1989-03-01

Using a simulation game designed to teach children to obey certain traffic safety rules, an experimental study was conducted with 136 five-year-old children in four Quebec schools. Within each classroom, subjects were randomly divided into four groups: three intervention groups and one control group. Each of the experimental groups was subjected to a different intervention with outcome measured using three instruments related to attitudes, behavior, and transfer of learning of pedestrian traffic safety. Results suggest that simulation games including role-playing/group dynamics and modeling/training can change attitudes and modify behavior in the area of pedestrian traffic safety in children of this age.

Prior video game utilization is associated with improved performance on a robotic skills simulator.

PubMed

Harbin, Andrew C; Nadhan, Kumar S; Mooney, James H; Yu, Daohai; Kaplan, Joshua; McGinley-Hence, Nora; Kim, Andrew; Gu, Yiming; Eun, Daniel D

2017-09-01

Laparoscopic surgery and robotic surgery, two forms of minimally invasive surgery (MIS), have recently experienced a large increase in utilization. Prior studies have shown that video game experience (VGE) may be associated with improved laparoscopic surgery skills; however, similar data supporting a link between VGE and proficiency on a robotic skills simulator (RSS) are lacking. The objective of our study is to determine whether volume or timing of VGE had any impact on RSS performance. Pre-clinical medical students completed a comprehensive questionnaire detailing previous VGE across several time periods. Seventy-five subjects were ultimately evaluated in 11 training exercises on the daVinci Si Skills Simulator. RSS skill was measured by overall score, time to completion, economy of motion, average instrument collision, and improvement in Ring Walk 3 score. Using the nonparametric tests and linear regression, these metrics were analyzed for systematic differences between non-users, light, and heavy video game users based on their volume of use in each of the following four time periods: past 3 months, past year, past 3 years, and high school. Univariate analyses revealed significant differences between heavy and non-users in all five performance metrics. These trends disappeared as the period of VGE went further back. Our study showed a positive association between video game experience and robotic skills simulator performance that is stronger for more recent periods of video game use. The findings may have important implications for the evolution of robotic surgery training.

What Older People Like to Play: Genre Preferences and Acceptance of Casual Games

PubMed Central

Chesham, Alvin; Wyss, Patric; Müri, René Martin

2017-01-01

Background In recent computerized cognitive training studies, video games have emerged as a promising tool that can benefit cognitive function and well-being. Whereas most video game training studies have used first-person shooter (FPS) action video games, subsequent studies found that older adults dislike this type of game and generally prefer casual video games (CVGs), which are a subtype of video games that are easy to learn and use simple rules and interfaces. Like other video games, CVGs are organized into genres (eg, puzzle games) based on the rule-directed interaction with the game. Importantly, game genre not only influences the ease of interaction and cognitive abilities CVGs demand, but also affects whether older adults are willing to play any particular genre. To date, studies looking at how different CVG genres resonate with older adults are lacking. Objective The aim of this study was to investigate how much older adults enjoy different CVG genres and how favorably their CVG characteristics are rated. Methods A total of 16 healthy adults aged 65 years and above playtested 7 CVGs from 4 genres: casual action, puzzle, simulation, and strategy video games. Thereafter, they rated casual game preference and acceptance of casual game characteristics using 4 scales from the Core Elements of the Gaming Experience Questionnaire (CEGEQ). For this, participants rated how much they liked the game (enjoyment), understood the rules of the game (game-play), learned to manipulate the game (control), and make the game their own (ownership). Results Overall, enjoyment and acceptance of casual game characteristics was high and significantly above the midpoint of the rating scale for all CVG genres. Mixed model analyses revealed that ratings of enjoyment and casual game characteristics were significantly influenced by CVG genre. Participants’ mean enjoyment of casual puzzle games (mean 0.95 out of 1.00) was significantly higher than that for casual simulation games (mean 0.75 and 0.73). For casual game characteristics, casual puzzle and simulation games were given significantly higher game-play ratings than casual action games. Similarly, participants’ control ratings for casual puzzle games were significantly higher than that for casual action and simulation games. Finally, ownership was rated significantly higher for casual puzzle and strategy games than for casual action games. Conclusions The findings of this study show that CVGs have characteristics that are suitable and enjoyable for older adults. In addition, genre was found to influence enjoyment and ratings of CVG characteristics, indicating that puzzle games are particularly easy to understand, learn, and play, and are enjoyable. Future studies should continue exploring the potential of CVG interventions for older adults in improving cognitive function, everyday functioning, and well-being. We see particular potential for CVGs in people suffering from cognitive impairment due to dementia or brain injury. PMID:28420601

Catalog of Simulation Models and Wargames Used for Unit and Leader Training. Second Edition.

DTIC Science & Technology

1987-01-01

College; two or three brigade level games per year at brigade groups. In past - have played corps level games at Canadian Forces Command and Staff College...dedicated PERQ microcomputer Data Output Analysis: 5 minutes (generation of killer/victim scoreboard) Frequency of use: 4 times per year Users: HEL...classification: UNCLASSIFIED Frequency of use: 3 plays per year . Users: Training Gps, TF HQ and Infantry Centre. (The p. settings are changed to suit each

The Application of Artificial Intelligence Principles to Teaching and Training

ERIC Educational Resources Information Center

Shaw, Keith

2008-01-01

This paper compares and contrasts the use of AI principles in industrial training with more normal computer-based training (CBT) approaches. A number of applications of CBT are illustrated (for example simulations, tutorial presentations, fault diagnosis, management games, industrial relations exercises) and compared with an alternative approach…

Construction of the real patient simulator system.

PubMed

Chan, Richard; Sun, C T

2012-05-01

Simulation for perfusion education has been used for at least the past 25 years. The earlier models were either electronic (computer games) or fluid dynamic models and provided invaluable adjuncts to perfusion training and education. In 2009, the *North Shore-LIJ Health System at Great Neck, New York, opened an innovative "Bioskill Center" dedicated to simulated virtual reality advanced hands-on surgical training as well as perfusion simulation. Professional cardiac surgical organizations now show great interest in using simulation for training and recertification. Simulation will continue to be the direction for future perfusion training and education. This manuscript introduces a cost-effective system developed from discarded perfusion products and it is not intended to detail the actual lengthy process of its construction.

Comparison of Nintendo Wii and PlayStation2 for enhancing laparoscopic skills.

PubMed

Ju, Rujin; Chang, Peter L; Buckley, Adam P; Wang, Karen C

2012-01-01

The increase in laparoscopic surgery has led to a growing need to train residents in this skill. Virtual reality simulators and box trainers have been used as educational tools outside of the operating room, but both approaches have advantages and disadvantages. Video games have been an area of interest in the search for other modalities to train residents. Experience with the traditional single controller unit video games have been correlated with better surgical skill acquisition. In 2006, Nintendo introduced the Wii, a novel gaming modality that mimics movements in laparoscopy better than traditional games do. Our objective was to compare the Nintendo Wii and PlayStation2 for enhancing laparoscopy skills. The study included stratified randomization of 23 less experienced ( 12 laparoscopy cases per year) and 19 more experienced ( 12 per year) physicians, residents, and medical students to 30 min of Wii versus PlayStation2 in a university-affiliated hospital Department of Obstetrics and Gynecology. Pre- and posttest bead transfer and suturing scores were obtained. Baseline characteristics were similar for both video game groups. Participants assigned to Wii and PlayStation2 both demonstrated significant improvement in bead transfer. Neither Wii nor PlayStation2 participants improved in suturing scores. The Wii group improved more in bead transfer scores when compared to the PlayStation2 group (60 points vs. 40 points, respectively), but this difference was not statistically significant. Both Wii and PlayStation2 significantly improved laparoscopic skills in bead transfer. These video games may be inexpensive alternatives to laparoscopy training simulators.

Comparison of Nintendo Wii and PlayStation2 for Enhancing Laparoscopic Skills

PubMed Central

Chang, Peter L.; Buckley, Adam P.; Wang, Karen C.

2012-01-01

Background and Objective: The increase in laparoscopic surgery has led to a growing need to train residents in this skill. Virtual reality simulators and box trainers have been used as educational tools outside of the operating room, but both approaches have advantages and disadvantages. Video games have been an area of interest in the search for other modalities to train residents. Experience with the traditional single controller unit video games have been correlated with better surgical skill acquisition. In 2006, Nintendo introduced the Wii, a novel gaming modality that mimics movements in laparoscopy better than traditional games do. Our objective was to compare the Nintendo Wii and PlayStation2 for enhancing laparoscopy skills. Methods: The study included stratified randomization of 23 less experienced (<12 laparoscopy cases per year) and 19 more experienced (>12 per year) physicians, residents, and medical students to 30 min of Wii versus PlayStation2 in a university-affiliated hospital Department of Obstetrics and Gynecology. Pre- and posttest bead transfer and suturing scores were obtained. Results: Baseline characteristics were similar for both video game groups. Participants assigned to Wii and PlayStation2 both demonstrated significant improvement in bead transfer. Neither Wii nor PlayStation2 participants improved in suturing scores. The Wii group improved more in bead transfer scores when compared to the PlayStation2 group (60 points vs. 40 points, respectively), but this difference was not statistically significant. Conclusions: Both Wii and PlayStation2 significantly improved laparoscopic skills in bead transfer. These video games may be inexpensive alternatives to laparoscopy training simulators. PMID:23484573

Evaluation of hydrotherapy, using passive tests and power tests, for recovery across a cyclic week of competitive rugby union.

PubMed

Higgins, Trevor R; Climstein, Mike; Cameron, Melainie

2013-04-01

In team sports, a cycle of training, competition, and recovery occurs weekly during the competitive season. In this research, we evaluated hydrotherapy for recovery from a simulated game of rugby union tracked over a week of training. Twenty-four experienced male rugby union players (mean ± SD age 19.46 ± 0.82 years, weight 82.38 ± 11.12 kg, height 178.54 ± 5.75 cm) were randomly divided into 3 groups: cold water immersion (n = 8), contrast bath therapy (n = 8), and a control group (n = 8). The 2 forms of hydrotherapy were administered immediately after a simulated rugby game. Testing was conducted 1 hour before the game and at 5 intervals postgame: 1, 48, 72, 96, and 144 hours. Dependent variables included countermovement jump, 10- and 40-m sprints, sessional rating of perceived exertion (RPE), flexibility, thigh circumference, and self-reported delayed onset muscle soreness (DOMS). Significant differences in DOMS were found between the cold water immersion and contrast bath groups at 48 hours post intervention (p = 0.02), and between the control and contrast bath groups at 72 (p = 0.03) and 96 (p = 0.04) hours post intervention. Cold water immersion and contrast bath groups reported significantly different RPE at 72 hours (p = ?) and 96 hours post (p = 0.05) intervention. Athletes' perceptions of muscle soreness and sessional RPE scores for training were greater in the contrast bath group (20%) after the simulated game and throughout the training week. Although results from passive and power tests were inconclusive in determining whether cold water immersion or passive recovery was more effective in attenuating fatigue, results indicated contrast baths had little benefit in enhancing recovery during a cyclic week of rugby union.

Influencing Children's Pregambling Game Playing via Conditional Discrimination Training

ERIC Educational Resources Information Center

Johnson, Taylor E.; Dixon, Mark R.

2009-01-01

Past research has demonstrated a transformation of stimulus functions under similar conditions using gambling tasks and adults (e.g., Zlomke & Dixon, 2006), and the present study attempted to extend this research. Experimenters exposed 7 children (ages 7 to 10 years) to a simulated board game with concurrently available dice differing only by…

A Review of the IEE's Involvement in Academic Gaming.

ERIC Educational Resources Information Center

Ellington, H. I.; And Others

In partnership with the Institute of Technology in Aberdeen, the Institution of Electrical Engineers (IEE) has pioneered the development of a range of highly sophisticated simulation games and case studies based on realistic engineering scenarios for use in secondary and higher education and industrial training. The initial involvement of IEE in…

Training to Operate a Simulated Micro-Unmanned Aerial Vehicle With Continuous or Discrete Manual Control

DTIC Science & Technology

2008-05-01

people use this type of device to navigate through 3-D virtual environments while playing video games , and this is essentially what the operator of an...How many days in the past week have you played video games ? 0 0 1 0 2 o 3 o 4 o 5 o 6 o 7 o 16. Estimate how many hours per day you play video games on

Business Simulations in Language Teaching.

ERIC Educational Resources Information Center

Westerfield, Kay J.; And Others

This paper describes a pilot project, conducted within the American English Institute at the University of Oregon, on the use of a published business-oriented management simulation in English language training for university-bound international students. The management game simulated competition among a group of manufacturing companies to acquire…

Play to become a surgeon: impact of Nintendo Wii training on laparoscopic skills.

PubMed

Giannotti, Domenico; Patrizi, Gregorio; Di Rocco, Giorgio; Vestri, Anna Rita; Semproni, Camilla Proietti; Fiengo, Leslie; Pontone, Stefano; Palazzini, Giorgio; Redler, Adriano

2013-01-01

Video-games have become an integral part of the new multimedia culture. Several studies assessed video-gaming enhancement of spatial attention and eye-hand coordination. Considering the technical difficulty of laparoscopic procedures, legal issues and time limitations, the validation of appropriate training even outside of the operating rooms is ongoing. We investigated the influence of a four-week structured Nintendo® Wii™ training on laparoscopic skills by analyzing performance metrics with a validated simulator (Lap Mentor™, Simbionix™). We performed a prospective randomized study on 42 post-graduate I-II year residents in General, Vascular and Endoscopic Surgery. All participants were tested on a validated laparoscopic simulator and then randomized to group 1 (Controls, no training with the Nintendo® Wii™), and group 2 (training with the Nintendo® Wii™) with 21 subjects in each group, according to a computer-generated list. After four weeks, all residents underwent a testing session on the laparoscopic simulator of the same tasks as in the first session. All 42 subjects in both groups improved significantly from session 1 to session 2. Compared to controls, the Wii group showed a significant improvement in performance (p<0.05) for 13 of the 16 considered performance metrics. The Nintendo® Wii™ might be helpful, inexpensive and entertaining part of the training of young laparoscopists, in addition to a standard surgical education based on simulators and the operating room.

Serious gaming for orthotopic liver transplant anesthesiology: A randomized control trial.

PubMed

Katz, Daniel; Zerillo, Jeron; Kim, Sang; Hill, Bryan; Wang, Ryan; Goldberg, Andrew; DeMaria, Samuel

2017-04-01

Anesthetic management of orthotopic liver transplantation (OLT) is complex. Given the unequal distributions of liver transplant surgeries performed at different centers, anesthesiology providers receive relatively uneven OLT training and exposure. One well-suited modality for OLT training is the "serious game," an interactive application created for the purpose of imparting knowledge or skills, while leveraging the self-motivating elements of video games. We therefore developed a serious game designed to teach best practices for the anesthetic management of a standard OLT and determined if the game would improve resident performance in a simulated OLT. Forty-four residents on the liver transplant rotation were randomized to either the gaming group (GG) or the control group (CG) prior to their introductory simulation. Both groups were given access to the same educational materials and literature during their rotation, but the GG also had access to the OLT Trainer. Performance on the simulations were recorded on a standardized grading rubric. Both groups experienced an increase in score relative to baseline that was statistically significant at every stage. The improvements in scores were greater for the GG participants than the CG participants. Overall score improvement between the GG and CG (mean [standard deviation]) was statistically significant (GG, 7.95 [3.65]; CG, 4.8 [4.48]; P = 0.02), as were scores for preoperative assessment (GG, 2.67 [2.09]; CG, 1.17 [1.43]; P = 0.01) and anhepatic phase (GG, 1.62 [1.01]; CG, 0.75 [1.28]; P = 0.02). Of the residents with game access, 81% were "very satisfied" or "satisfied" with the game overall. In conclusion, adding a serious game to an existing educational curriculum for liver transplant anesthesia resulted in significant learning gains for rotating anesthesia residents. The intervention was straightforward to implement and cost-effective. Liver Transplantation 23 430-439 2017 AASLD. © 2017 by the American Association for the Study of Liver Diseases.

Progress in virtual reality simulators for surgical training and certification.

PubMed

de Visser, Hans; Watson, Marcus O; Salvado, Olivier; Passenger, Joshua D

2011-02-21

There is increasing evidence that educating trainee surgeons by simulation is preferable to traditional operating-room training methods with actual patients. Apart from reducing costs and risks to patients, training by simulation can provide some unique benefits, such as greater control over the training procedure and more easily defined metrics for assessing proficiency. Virtual reality (VR) simulators are now playing an increasing role in surgical training. However, currently available VR simulators lack the fidelity to teach trainees past the novice-to-intermediate skills level. Recent technological developments in other industries using simulation, such as the games and entertainment and aviation industries, suggest that the next generation of VR simulators should be suitable for training, maintenance and certification of advanced surgical skills. To be effective as an advanced surgical training and assessment tool, VR simulation needs to provide adequate and relevant levels of physical realism, case complexity and performance assessment. Proper validation of VR simulators and an increased appreciation of their value by the medical profession are crucial for them to be accepted into surgical training curricula.

Transfer of skill engendered by complex task training under conditions of variable priority.

PubMed

Boot, Walter R; Basak, Chandramallika; Erickson, Kirk I; Neider, Mark; Simons, Daniel J; Fabiani, Monica; Gratton, Gabriele; Voss, Michelle W; Prakash, Ruchika; Lee, HyunKyu; Low, Kathy A; Kramer, Arthur F

2010-11-01

We explored the theoretical underpinnings of a commonly used training strategy by examining issues of training and transfer of skill in the context of a complex video game (Space Fortress, Donchin, 1989). Participants trained using one of two training regimens: Full Emphasis Training (FET) or Variable Priority Training (VPT). Transfer of training was assessed with a large battery of cognitive and psychomotor tasks ranging from basic laboratory paradigms measuring reasoning, memory, and attention to complex real-world simulations. Consistent with previous studies, VPT accelerated learning and maximized task mastery. However, the hypothesis that VPT would result in broader transfer of training received limited support. Rather, transfer was most evident in tasks that were most similar to the Space Fortress game itself. Results are discussed in terms of potential limitations of the VPT approach. Copyright © 2010 Elsevier B.V. All rights reserved.

List of U.S. Army Research Institute Research and Technical Publications for Public Release/Unlimited Distribution, Fiscal Year 2008

DTIC Science & Technology

2009-11-01

times were shorter, collisions were fewer, and more targets were photographed. Effects of video game experience and spatial ability were also...Control Spatial ability, video game , user-interface, remote control, robot TR 1230 The Perception and Estimation of Egocentric Distance in Real and...development by RDECOM-STTC, and ARI is using the AW-VTT to research challenges in the use of distributed, game -based simulations for training

The Use of Management Games for Developing Army Officers in Administrative and Staff Jobs. [Final Report.

ERIC Educational Resources Information Center

Olmstead, Joseph A.; Elder, B. Leon

A research project was undertaken to provide a foundation for future research on the efficacy of games and simulations for use in training and assessing junior company-grade officers working in administrative, nontactical support, and staff jobs. Based on survey interviews with nineteen incumbents of Finance, Adjutant General, and Quartermaster…

Visuospatial skills and computer game experience influence the performance of virtual endoscopy.

PubMed

Enochsson, Lars; Isaksson, Bengt; Tour, René; Kjellin, Ann; Hedman, Leif; Wredmark, Torsten; Tsai-Felländer, Li

2004-11-01

Advanced medical simulators have been introduced to facilitate surgical and endoscopic training and thereby improve patient safety. Residents trained in the Procedicus Minimally Invasive Surgical Trainer-Virtual Reality (MIST-VR) laparoscopic simulator perform laparoscopic cholecystectomy safer and faster than a control group. Little has been reported regarding whether factors like gender, computer experience, and visuospatial tests can predict the performance with a medical simulator. Our aim was to investigate whether such factors influence the performance of simulated gastroscopy. Seventeen medical students were asked about computer gaming experiences. Before virtual endoscopy, they performed the visuospatial test PicCOr, which discriminates the ability of the tested person to create a three-dimensional image from a two-dimensional presentation. Each student performed one gastroscopy (level 1, case 1) in the GI Mentor II, Simbionix, and several variables related to performance were registered. Percentage of time spent with a clear view in the endoscope correlated well with the performance on the PicSOr test (r = 0.56, P < 0.001). Efficiency of screening also correlated with PicSOr (r = 0.23, P < 0.05). In students with computer gaming experience, the efficiency of screening increased (33.6% +/- 3.1% versus 22.6% +/- 2.8%, P < 0.05) and the duration of the examination decreased by 1.5 minutes (P < 0.05). A similar trend was seen in men compared with women. The visuospatial test PicSOr predicts the results with the endoscopic simulator GI Mentor II. Two-dimensional image experience, as in computer games, also seems to affect the outcome.

Design, development, and validation of a take-home simulator for fundamental laparoscopic skills: using Nintendo Wii for surgical training.

PubMed

Bokhari, Ravia; Bollman-McGregor, Jyoti; Kahoi, Kanav; Smith, Marshall; Feinstein, Ara; Ferrara, John

2010-06-01

Assuring quality surgical trainees within the confines of reduced work hours mandates reassessment of educational paradigms. Surgical simulators have been shown to be effective in teaching surgical residents, but their use is limited by cost and time constraints. The Nintendo Wii gaming console is inexpensive and allows natural hand movements similar to those performed in laparoscopy to guide game play. We hypothesize that surgical skills can be improved through take-home simulators adapted from affordable off-the-shelf gaming consoles. A total of 21 surgical residents participated in a prospective, controlled study. An experimental group of 14 surgical residents was assigned to play Marble Mania on the Nintendo Wii using a unique physical controller that interfaces with the WiiMote controller followed by a simulated electrocautery task. Seven residents assigned to the control group performed the electrocautery task without playing the game first. When compared with the control group, the experimental group performed the task with fewer errors and superior movement proficiency (P < 0.05). The experimental group demonstrated increased ambidexterity with improvement in proficiency of the nondominant hand over time. In conclusion, the Nintendo Wii gaming device along with Marble Mania serves as an effective take-home surgical simulator.

A Training Transfer Study of Simulation Games

DTIC Science & Technology

2010-03-01

answers to Academic Knowledge Test 2....... 92 Table 5. Self-assessment questions that showed a significant difference in response for MOVES...students ........................................................... 94 Table 6. Self-assessment questions that showed a significant difference in...training; yellow highlight indicates significant difference in attitude between MAP 1 and MAP 2

Physiological Monitoring During Simulation Training and Testing

DTIC Science & Technology

2005-07-29

35. Participants varied in combat experience, rank, and competence with video games . Subject’s years of service ranged from less than 1 year to 15...Shoothouse Exercises Figure 10 SVRTUALRE6𔃻MCA ’ Experiment I Video game VS. Real world In this study, we asked the question of whether or not the action of...playing a video game would affect the outcome of the performance in the real shoothouse and real village. There is some evidence in the literature that

Play to Become a Surgeon: Impact of Nintendo WII Training on Laparoscopic Skills

PubMed Central

Giannotti, Domenico; Patrizi, Gregorio; Di Rocco, Giorgio; Vestri, Anna Rita; Semproni, Camilla Proietti; Fiengo, Leslie; Pontone, Stefano; Palazzini, Giorgio; Redler, Adriano

2013-01-01

Background Video-games have become an integral part of the new multimedia culture. Several studies assessed video-gaming enhancement of spatial attention and eye-hand coordination. Considering the technical difficulty of laparoscopic procedures, legal issues and time limitations, the validation of appropriate training even outside of the operating rooms is ongoing. We investigated the influence of a four-week structured Nintendo® Wii™ training on laparoscopic skills by analyzing performance metrics with a validated simulator (Lap Mentor™, Simbionix™). Methodology/Principal Findings We performed a prospective randomized study on 42 post-graduate I–II year residents in General, Vascular and Endoscopic Surgery. All participants were tested on a validated laparoscopic simulator and then randomized to group 1 (Controls, no training with the Nintendo® Wii™), and group 2 (training with the Nintendo® Wii™) with 21 subjects in each group, according to a computer-generated list. After four weeks, all residents underwent a testing session on the laparoscopic simulator of the same tasks as in the first session. All 42 subjects in both groups improved significantly from session 1 to session 2. Compared to controls, the Wii group showed a significant improvement in performance (p<0.05) for 13 of the 16 considered performance metrics. Conclusions/Significance The Nintendo® Wii™ might be helpful, inexpensive and entertaining part of the training of young laparoscopists, in addition to a standard surgical education based on simulators and the operating room. PMID:23460845

We're not just playing games: Into aging--an aging simulation game.

PubMed

Dillon, Deborah; Ailor, Diane; Amato, Shelly

2009-01-01

The elderly represent the largest-growing segment of the population. Specialized training in geriatrics is essential for healthcare professionals to provide optimal health care. As part of an ongoing education program on geriatrics, the game Into Aging: Understanding Issues Affecting the Later Stages of Life, 2nd ed. (1991) was provided to staff members of a facility to help healthcare providers develop personal insight into the aging process through role play. This game has provided the staff members with a better understanding of the issues patients experience as they deal with declines in health.

Mastering the game of Go with deep neural networks and tree search

NASA Astrophysics Data System (ADS)

Silver, David; Huang, Aja; Maddison, Chris J.; Guez, Arthur; Sifre, Laurent; van den Driessche, George; Schrittwieser, Julian; Antonoglou, Ioannis; Panneershelvam, Veda; Lanctot, Marc; Dieleman, Sander; Grewe, Dominik; Nham, John; Kalchbrenner, Nal; Sutskever, Ilya; Lillicrap, Timothy; Leach, Madeleine; Kavukcuoglu, Koray; Graepel, Thore; Hassabis, Demis

2016-01-01

The game of Go has long been viewed as the most challenging of classic games for artificial intelligence owing to its enormous search space and the difficulty of evaluating board positions and moves. Here we introduce a new approach to computer Go that uses ‘value networks’ to evaluate board positions and ‘policy networks’ to select moves. These deep neural networks are trained by a novel combination of supervised learning from human expert games, and reinforcement learning from games of self-play. Without any lookahead search, the neural networks play Go at the level of state-of-the-art Monte Carlo tree search programs that simulate thousands of random games of self-play. We also introduce a new search algorithm that combines Monte Carlo simulation with value and policy networks. Using this search algorithm, our program AlphaGo achieved a 99.8% winning rate against other Go programs, and defeated the human European Go champion by 5 games to 0. This is the first time that a computer program has defeated a human professional player in the full-sized game of Go, a feat previously thought to be at least a decade away.

Mastering the game of Go with deep neural networks and tree search.

PubMed

Silver, David; Huang, Aja; Maddison, Chris J; Guez, Arthur; Sifre, Laurent; van den Driessche, George; Schrittwieser, Julian; Antonoglou, Ioannis; Panneershelvam, Veda; Lanctot, Marc; Dieleman, Sander; Grewe, Dominik; Nham, John; Kalchbrenner, Nal; Sutskever, Ilya; Lillicrap, Timothy; Leach, Madeleine; Kavukcuoglu, Koray; Graepel, Thore; Hassabis, Demis

2016-01-28

The game of Go has long been viewed as the most challenging of classic games for artificial intelligence owing to its enormous search space and the difficulty of evaluating board positions and moves. Here we introduce a new approach to computer Go that uses 'value networks' to evaluate board positions and 'policy networks' to select moves. These deep neural networks are trained by a novel combination of supervised learning from human expert games, and reinforcement learning from games of self-play. Without any lookahead search, the neural networks play Go at the level of state-of-the-art Monte Carlo tree search programs that simulate thousands of random games of self-play. We also introduce a new search algorithm that combines Monte Carlo simulation with value and policy networks. Using this search algorithm, our program AlphaGo achieved a 99.8% winning rate against other Go programs, and defeated the human European Go champion by 5 games to 0. This is the first time that a computer program has defeated a human professional player in the full-sized game of Go, a feat previously thought to be at least a decade away.

Comparing technical proficiency of elite table tennis players with intellectual disability: simulation testing versus game play.

PubMed

Van Biesen, Debbie; Mactavish, Jennifer J; Vanlandewijck, Yves C

2014-04-01

Technical skill proficiency among elite table tennis players with intellectual disabilities (ID) was investigated in this study using two approaches: an off-court simulation testing protocol and an on-court, standardized observational framework during game play. Participants included 24 players with ID (M age = 25 yr., SD = 6; M IQ = 61, SD = 9), the top 16 performers, 13 men and 11 women, at the International Federation for sport for para-athletes with an intellectual disability (Inas) World Championships. Self-reported table tennis training experience of the players was 13 +/- 5 yr. In the Simulation Testing condition, players were instructed to play five sets of basic and five sets of advanced skills, which were subsequently assessed by experts using a standardized and validated observational protocol. The same protocol was used to assess the same skills during Game Play. Ratings of overall technical proficiency were not significantly different between Simulation Testing and Game Play conditions. There was a strong positive correlation between technical proficiency measured during Game Play vs Simulation Testing for the variables flick, topspin forehand, and topspin backhand. No correlations were found for the variables contra, block, and push. Insight into this relationship is important for future development of classification systems for ID athletes in the Paralympic Games, because comparing competition observation with the athlete's potential shown during the classification session is essential information for classifiers to confirm the athlete's competition class.

6883 Maintenance Training Simulator Development Utilizing Imagery Techniques.

DTIC Science & Technology

1980-05-01

increased motivation (as by its game-like setting), etc. These questions are left for future inquiry. 26 CONCLUSIONS AND RECOMMENDATIONS The imagery training...the output of power supply PS4 ." 46. 46 ; 20b. Read instructions (imagery group only). "To ready the board, take the one drawing that is titled

Cognitive Science and Military Training.

ERIC Educational Resources Information Center

Halff, Henry M.; And Others

1986-01-01

Four new military training systems offer the opportunity for the application of cognitive science. They are the following: (1) a family of memorization games; (2) a simulator with a graphic, schematic student interface; (3) a system for solving problems of relative motion; and (4) a method of building cognitive skills for air-intercept control.…

A Review of the Internal and External Physiological Demands Associated With Batting in Cricket.

PubMed

Scanlan, Aaron T; Berkelmans, Daniel M; Vickery, William M; Kean, Crystal O

2016-11-01

Cricket is a popular international team sport with various game formats ranging from long-duration multiday tests to short-duration Twenty20 game play. The role of batsmen is critical to all game formats, with differing physiological demands imposed during each format. Investigation of the physiological demands imposed during cricket batting has historically been neglected, with much of the research focusing on bowling responses and batting technique. A greater understanding of the physiological demands of the batting role in cricket is required to assist strength and conditioning professionals and coaches with the design of training plans, recovery protocols, and player-management strategies. This brief review provides an updated synthesis of the literature examining the internal (eg, metabolic demands and heart rate) and external (eg, activity work rates) physiological responses to batting in the various game formats, as well as simulated play and small-sided-games training. Although few studies have been done in this area, the summary of data provides important insight regarding physiological responses to batting and highlights that more research on this topic is required. Future research is recommended to combine internal and external measures during actual game play, as well as comparing different game formats and playing levels. In addition, understanding the relationship between batting technique and physiological responses is warranted to gain a more holistic understanding of batting in cricket, as well as to develop appropriate coaching and training strategies.

Technophiles to Newbies: The Challenge of Supporting Distributed Teams to Maintain Engagement in Virtual Worlds

NASA Technical Reports Server (NTRS)

Griffith, Karen

2011-01-01

The purpose of this paper is to look for links in a virtual trainee's interest and self-efficacy in a simulated event as it relates to their previous self-reported technical skill level. Ultimately, the idea would be to provide the right amount of support at the right place at the right time to set the conditions for maximum transfer of the skill sets to the work place. An anecdotal recap of a recent experiment of a medium-scale training event produced in a virtual world will provide examples for discussion. In July 2010, a virtual training event was produced for the Air Force Research Lab's Games for Team Training (GaMeTT) at the Patriot Exercise at Volk Field in Wisconsin. There were 29 EMEDS participants who completed the simulated OCO event using the OLIVE gaming engine. Approximately 25 avatars were present at any given time; including role players, observers, coordinators and participants.

Exploiting Motion Capture to Enhance Avoidance Behaviour in Games

NASA Astrophysics Data System (ADS)

van Basten, Ben J. H.; Jansen, Sander E. M.; Karamouzas, Ioannis

Realistic simulation of interacting virtual characters is essential in computer games, training and simulation applications. The problem is very challenging since people are accustomed to real-world situations and thus, they can easily detect inconsistencies and artifacts in the simulations. Over the past twenty years several models have been proposed for simulating individuals, groups and crowds of characters. However, little effort has been made to actually understand how humans solve interactions and avoid inter-collisions in real-life. In this paper, we exploit motion capture data to gain more insights into human-human interactions. We propose four measures to describe the collision-avoidance behavior. Based on these measures, we extract simple rules that can be applied on top of existing agent and force based approaches, increasing the realism of the resulting simulations.

Adversarial reasoning and resource allocation: the LG approach

NASA Astrophysics Data System (ADS)

Stilman, Boris; Yakhnis, Vladimir; Umanskiy, Oleg; Boyd, Ron

2005-05-01

Many existing automated tools purporting to model the intelligent enemy utilize a fixed battle plan for the enemy while using flexible decisions of human players for the friendly side. According to the Naval Studies Board, "It is an open secret and a point of distress ... that too much of the substantive content of such M&S has its origin in anecdote, ..., or a narrow construction tied to stereotypical current practices of 'doctrinally correct behavior.'" Clearly, such runs lack objectivity by being heavily skewed in favor of the friendly forces. Presently, the military branches employ a variety of game-based simulators and synthetic environments, with manual (i.e., user-based) decision-making, for training and other purposes. However, without an ability to automatically generate the best strategies, tactics, and COA, the games serve mostly to display the current situation rather than form a basis for automated decision-making and effective training. We solve the problem of adversarial reasoning as a gaming problem employing Linguistic Geometry (LG), a new type of game theory demonstrating significant increase in size in gaming problems solvable in real and near-real time. It appears to be a viable approach for solving such practical problems as mission planning and battle management. Essentially, LG may be structured into two layers: game construction and game solving. Game construction includes construction of a game called an LG hypergame based on a hierarchy of Abstract Board Games (ABG). Game solving includes resource allocation for constructing an advantageous initial game state and strategy generation to reach a desirable final game state in the course of the game.

Games for Training: Leveraging Commercial Off the Shelf Multiplayer Gaming Software for Infantry Squad Collective Training

DTIC Science & Technology

2005-09-01

squad training, team training, dismounted training, video games , computer games, multiplayer games. 16. PRICE CODE 17. SECURITY CLASSIFICATION OF...Multiplayer - mode of play for computer and video games in which multiple people can play the same game at the same time (Wikipedia, 2005) D...that “improvements in 3-D image generation on the PC and the speed of the internet” have increased the military’s interest in the use of video games as

Can Massively Multiplayer Online Gaming Environments Support Team Training?

ERIC Educational Resources Information Center

O'Connor, Debra L.; Menaker, Ellen S.

2008-01-01

Instructional games are created when training is deliberately added to a gaming environment or when gaming aspects are deliberately incorporated into training. One type of game that is currently attracting the attention of the education and training field is the massively multiplayer online game (MMOG). Because evidence about learning outcomes…

A Virtual Emergency Telemedicine Serious Game in Medical Training: A Quantitative, Professional Feedback-Informed Evaluation Study

PubMed Central

Constantinou, Riana; Marangos, Charis; Kyriacou, Efthyvoulos; Bamidis, Panagiotis; Dafli, Eleni; Pattichis, Constantinos S

2015-01-01

Background Serious games involving virtual patients in medical education can provide a controlled setting within which players can learn in an engaging way, while avoiding the risks associated with real patients. Moreover, serious games align with medical students’ preferred learning styles. The Virtual Emergency TeleMedicine (VETM) game is a simulation-based game that was developed in collaboration with the mEducator Best Practice network in response to calls to integrate serious games in medical education and training. The VETM game makes use of data from an electrocardiogram to train practicing doctors, nurses, or medical students for problem-solving in real-life clinical scenarios through a telemedicine system and virtual patients. The study responds to two gaps: the limited number of games in emergency cardiology and the lack of evaluations by professionals. Objective The objective of this study is a quantitative, professional feedback-informed evaluation of one scenario of VETM, involving cardiovascular complications. The study has the following research question: “What are professionals’ perceptions of the potential of the Virtual Emergency Telemedicine game for training people involved in the assessment and management of emergency cases?” Methods The evaluation of the VETM game was conducted with 90 professional ambulance crew nursing personnel specializing in the assessment and management of emergency cases. After collaboratively trying out one VETM scenario, participants individually completed an evaluation of the game (36 questions on a 5-point Likert scale) and provided written and verbal comments. The instrument assessed six dimensions of the game: (1) user interface, (2) difficulty level, (3) feedback, (4) educational value, (5) user engagement, and (6) terminology. Data sources of the study were 90 questionnaires, including written comments from 51 participants, 24 interviews with 55 participants, and 379 log files of their interaction with the game. Results Overall, the results were positive in all dimensions of the game that were assessed as means ranged from 3.2 to 3.99 out of 5, with user engagement receiving the highest score (mean 3.99, SD 0.87). Users’ perceived difficulty level received the lowest score (mean 3.20, SD 0.65), a finding which agrees with the analysis of log files that showed a rather low success rate (20.6%). Even though professionals saw the educational value and usefulness of the tool for pre-hospital emergency training (mean 3.83, SD 1.05), they identified confusing features and provided input for improving them. Conclusions Overall, the results of the professional feedback-informed evaluation of the game provide a strong indication of its potential as an educational tool for emergency training. Professionals’ input will serve to improve the game. Further research will aim to validate VETM, in a randomized pre-test, post-test control group study to examine possible learning gains in participants’ problem-solving skills in treating a patient’s symptoms in an emergency situation. PMID:26084866

A Virtual Emergency Telemedicine Serious Game in Medical Training: A Quantitative, Professional Feedback-Informed Evaluation Study.

PubMed

Nicolaidou, Iolie; Antoniades, Athos; Constantinou, Riana; Marangos, Charis; Kyriacou, Efthyvoulos; Bamidis, Panagiotis; Dafli, Eleni; Pattichis, Constantinos S

2015-06-17

Serious games involving virtual patients in medical education can provide a controlled setting within which players can learn in an engaging way, while avoiding the risks associated with real patients. Moreover, serious games align with medical students' preferred learning styles. The Virtual Emergency TeleMedicine (VETM) game is a simulation-based game that was developed in collaboration with the mEducator Best Practice network in response to calls to integrate serious games in medical education and training. The VETM game makes use of data from an electrocardiogram to train practicing doctors, nurses, or medical students for problem-solving in real-life clinical scenarios through a telemedicine system and virtual patients. The study responds to two gaps: the limited number of games in emergency cardiology and the lack of evaluations by professionals. The objective of this study is a quantitative, professional feedback-informed evaluation of one scenario of VETM, involving cardiovascular complications. The study has the following research question: "What are professionals' perceptions of the potential of the Virtual Emergency Telemedicine game for training people involved in the assessment and management of emergency cases?" The evaluation of the VETM game was conducted with 90 professional ambulance crew nursing personnel specializing in the assessment and management of emergency cases. After collaboratively trying out one VETM scenario, participants individually completed an evaluation of the game (36 questions on a 5-point Likert scale) and provided written and verbal comments. The instrument assessed six dimensions of the game: (1) user interface, (2) difficulty level, (3) feedback, (4) educational value, (5) user engagement, and (6) terminology. Data sources of the study were 90 questionnaires, including written comments from 51 participants, 24 interviews with 55 participants, and 379 log files of their interaction with the game. Overall, the results were positive in all dimensions of the game that were assessed as means ranged from 3.2 to 3.99 out of 5, with user engagement receiving the highest score (mean 3.99, SD 0.87). Users' perceived difficulty level received the lowest score (mean 3.20, SD 0.65), a finding which agrees with the analysis of log files that showed a rather low success rate (20.6%). Even though professionals saw the educational value and usefulness of the tool for pre-hospital emergency training (mean 3.83, SD 1.05), they identified confusing features and provided input for improving them. Overall, the results of the professional feedback-informed evaluation of the game provide a strong indication of its potential as an educational tool for emergency training. Professionals' input will serve to improve the game. Further research will aim to validate VETM, in a randomized pre-test, post-test control group study to examine possible learning gains in participants' problem-solving skills in treating a patient's symptoms in an emergency situation.

Fatigue Responses in Various Muscle Groups in Well-Trained Competitive Male Players after a Simulated Soccer Game

PubMed Central

Fransson, Dan; Vigh-Larsen, Jeppe Foged; Fatouros, Ioannis G.; Krustrup, Peter; Mohr, Magni

2018-01-01

Abstract We examined the degree of post-game fatigue and the recovery pattern in various leg and upper-body muscle groups after a simulated soccer game. Well-trained competitive male soccer players (n = 12) participated in the study. The players completed the Copenhagen Soccer Test, a 2 x 45 min simulated soccer protocol, following baseline measures of maximal voluntary contractions of multiple muscle groups and systemic markers of muscle damage and inflammation at 0, 24 and 48 h into recovery. All muscle groups had a strength decrement (p ≤ 0.05) at 0 h post-match with knee flexors (14 ± 3%) and hip abductors (6 ± 1%) demonstrating the largest and smallest impairment. However, 24 h into recovery all individual muscles had recovered. When pooled in specific muscle groups, the trunk muscles and knee joint muscles presented the largest decline 0 h post-match, 11 ± 2% for both, with the performance decrement still persistent (4 ± 1%, p ≤ 0.05) for trunk muscles 24 h into recovery. Large inter-player variations were observed in game-induced fatigue and recovery patterns in the various muscle groups. Markers of muscle damage and inflammation peaked 0 h post-match (myoglobin) and 24 h into recovery (creatine kinase), respectively, but thereafter returned to baseline. Intermittent test performance correlated with creatine kinase activity 24 h after the Copenhagen Soccer Test (r = -0.70; p = 0.02). In conclusion, post-game fatigue is evident in multiple muscle groups with knee flexors showing the greatest performance decrement. Fatigue and recovery patterns vary markedly between muscle groups and players, yet trunk muscles display the slowest recovery. PMID:29599862

Fatigue Responses in Various Muscle Groups in Well-Trained Competitive Male Players after a Simulated Soccer Game.

PubMed

Fransson, Dan; Vigh-Larsen, Jeppe Foged; Fatouros, Ioannis G; Krustrup, Peter; Mohr, Magni

2018-03-01

We examined the degree of post-game fatigue and the recovery pattern in various leg and upper-body muscle groups after a simulated soccer game. Well-trained competitive male soccer players (n = 12) participated in the study. The players completed the Copenhagen Soccer Test, a 2 x 45 min simulated soccer protocol, following baseline measures of maximal voluntary contractions of multiple muscle groups and systemic markers of muscle damage and inflammation at 0, 24 and 48 h into recovery. All muscle groups had a strength decrement ( p ≤ 0.05) at 0 h post-match with knee flexors (14 ± 3%) and hip abductors (6 ± 1%) demonstrating the largest and smallest impairment. However, 24 h into recovery all individual muscles had recovered. When pooled in specific muscle groups, the trunk muscles and knee joint muscles presented the largest decline 0 h post-match, 11 ± 2% for both, with the performance decrement still persistent (4 ± 1%, p ≤ 0.05) for trunk muscles 24 h into recovery. Large inter-player variations were observed in game-induced fatigue and recovery patterns in the various muscle groups. Markers of muscle damage and inflammation peaked 0 h post-match (myoglobin) and 24 h into recovery (creatine kinase), respectively, but thereafter returned to baseline. Intermittent test performance correlated with creatine kinase activity 24 h after the Copenhagen Soccer Test (r = -0.70; p = 0.02). In conclusion, post-game fatigue is evident in multiple muscle groups with knee flexors showing the greatest performance decrement. Fatigue and recovery patterns vary markedly between muscle groups and players, yet trunk muscles display the slowest recovery.

Developing Game-Like Simulations to Formalize Tacit Procedural Knowledge: The ONT Experience

ERIC Educational Resources Information Center

Borro-Escribano, Blanca; Del Blanco, Ángel; Torrente, Javier; Alpuente, Itziar Martínez; Fernández-Manjón, Baltasar

2014-01-01

The exceptional success achieved by the Spanish National Transplant Organization (ONT) in recent years has made other countries highly interested in following this organization's methodologies. A good training program is one of the key elements of the ONT. Until 2012, the ONT training program was a paper-based case teaching method, and the small…

Management simulations for Lean healthcare: exploiting the potentials of role-playing.

PubMed

Barnabè, Federico; Giorgino, Maria Cleofe; Guercini, Jacopo; Bianciardi, Caterina; Mezzatesta, Vincenzo

2018-04-09

Purpose The purpose of this paper is to investigate the potentials of role-playing (RP) both in training healthcare (HC) professionals to implement tools and improvement actions based on Lean principles, and in supporting group discussion and the sharing of different competencies for the development of Lean HC. Design/methodology/approach The paper presents the case study of an RP simulation called LEAN HEALTHCARE LAB, which is used to train HC professionals at Siena University Hospital. The paper reports and discusses the results of a specific two-day simulation session and of a questionnaire that was distributed to gather feedback from the participants. Findings The paper verifies the potentials of RP to be a powerful educational and training tool that is able to stimulate the HC participants to apply Lean thinking principles and share their competencies in collaborative decision-making processes. Research limitations/implications The study provides data in reference to one single simulation session, although the game has already been applied several times in different HC organizations with very similar outcomes. Moreover, a more in-depth analysis of players' perceptions and decisions could be performed using different tools in addition to the adopted questionnaire. Practical implications RP games (RPGs) are effective training and educational tools for HC professionals. They offer benefits and learning conditions which are definitely different if compared with more conventional education programs for HC professionals. Originality/value While previous studies have extensively discussed the potentialities of RPG and simulations in training programs, only a few articles have discussed the RP adoption for Lean thinking and even less to educate HC professionals on Lean principles and tools.

Interactive X-ray and proton therapy training and simulation.

PubMed

Hamza-Lup, Felix G; Farrar, Shane; Leon, Erik

2015-10-01

External beam X-ray therapy (XRT) and proton therapy (PT) are effective and widely accepted forms of treatment for many types of cancer. However, the procedures require extensive computerized planning. Current planning systems for both XRT and PT have insufficient visual aid to combine real patient data with the treatment device geometry to account for unforeseen collisions among system components and the patient. The 3D surface representation (S-rep) is a widely used scheme to create 3D models of physical objects. 3D S-reps have been successfully used in CAD/CAM and, in conjunction with texture mapping, in the modern gaming industry to customize avatars and improve the gaming realism and sense of presence. We are proposing a cost-effective method to extract patient-specific S-reps in real time and combine them with the treatment system geometry to provide a comprehensive simulation of the XRT/PT treatment room. The X3D standard is used to implement and deploy the simulator on the web, enabling its use not only for remote specialists' collaboration, simulation, and training, but also for patient education. An objective assessment of the accuracy of the S-reps obtained proves the potential of the simulator for clinical use.

Adding tactile realism to a virtual reality laparoscopic surgical simulator with a cost-effective human interface device

NASA Astrophysics Data System (ADS)

Mack, Ian W.; Potts, Stephen; McMenemy, Karen R.; Ferguson, R. S.

2006-02-01

The laparoscopic technique for performing abdominal surgery requires a very high degree of skill in the medical practitioner. Much interest has been focused on using computer graphics to provide simulators for training surgeons. Unfortunately, these tend to be complex and have a very high cost, which limits availability and restricts the length of time over which individuals can practice their skills. With computer game technology able to provide the graphics required for a surgical simulator, the cost does not have to be high. However, graphics alone cannot serve as a training simulator. Human interface hardware, the equivalent of the force feedback joystick for a flight simulator game, is required to complete the system. This paper presents a design for a very low cost device to address this vital issue. The design encompasses: the mechanical construction, the electronic interfaces and the software protocols to mimic a laparoscopic surgical set-up. Thus the surgeon has the capability of practicing two-handed procedures with the possibility of force feedback. The force feedback and collision detection algorithms allow surgeons to practice realistic operating theatre procedures with a good degree of authenticity.

The Importance of Artificial Intelligence for Naval Intelligence Training Simulations

DTIC Science & Technology

2006-09-01

experimental investigation described later. B. SYSTEM ARCHITECTURE The game-based simulator was created using NetBeans , which is an open source integrated...development environment (IDE) written entirely in Java using the NetBeans Platform. NetBeans is based upon the Java language which contains the...involved within the simulation are conducted in a GUI built within the NetBeans IDE. The opening display allows the user to setup the simulation

Using serious gaming to transfer knowledge and develop soft skills in postgraduate education

NASA Astrophysics Data System (ADS)

Craven, Joanne; Corzo Perez, Gerald Augusto; Karimi, Poolad; Dastgheib, Ali

2017-04-01

"Serious gaming" is gaming designed for a purpose other than entertainment and involves using board games, computer games and role-plays or a combination of all, for serious purposes, such as education, outreach, training, or decision support. It is argued that this approach provides a safe environment which facilitates group learning, allows for "learning by experience" in fields where long timescales or high risks make real experience impossible, motivates learners and stimulates players from different disciplines to share knowledge with each other. UNESCO-IHE offers education to water sector professionals from around the globe. All the courses at UNESCO-IHE involve serious games in one way or another. A varied range of games is developed and/or used: the group sizes for the games range from 5 students to over 100. Sometimes they are used as simulations to illustrate feedbacks, tradeoffs, variability, uncertainty and other phenomena, create an awareness of multidimensional water related issues, and sometimes they are used to train and develop soft skills, such as interdisciplinary collaboration, creative problem identification and problem solving, teamwork and robust decision-making under uncertainty. Often, they are able to do both, which is a key strength of serious games as an education tool. These games are also been used in research and advisory projects as well to communicate research outputs to stakeholders and the public and together with them reach an optimum technical decision which is socially viable. This session will discuss the experience with these games and what lessons can be learned for the future.

The Sea of Simulation: Improving Naval Shiphandling Training and Readiness through Game-Based Learning

DTIC Science & Technology

2012-03-01

Officer SWOI Surface Warfare Officer Introduction SWOS Surface Warfare Officers School xvii TFT Thin Film Transistor ULTRA Unit Level Training...designed the experiment , including participants, procedures, facilities selection, and materials. Chapter IV: Results and Discussion. This chapter...contains the results of experimentation and an interpretation of those results . Chapter V: Conclusions. This chapter provides an overall assessment

Verification and Validation of the Malicious Activity Simulation Tool (MAST) for Network Administrator Training and Evaluation

DTIC Science & Technology

2012-03-01

to sell fake antivirus software ; Gammima, which was used to steal gaming login information; and Zeus, which was used to steal banking information...13 3. Viruses ......................................14 C. PROOF OF CONCEPT OF SOFTWARE TRAINING USING MALWARE MIMICS...33 2. Software .....................................34 3. COMPOSE CG-71 Virtual Machines ...............37 a. Integrated Shipboard Network System

Motion interactive video games in home training for children with cerebral palsy: parents' perceptions.

PubMed

Sandlund, Marlene; Dock, Katarina; Häger, Charlotte K; Waterworth, Eva Lindh

2012-01-01

To explore parents' perceptions of using low-cost motion interactive video games as home training for their children with mild/moderate cerebral palsy. Semi-structured interviews were carried out with parents from 15 families after participation in an intervention where motion interactive games were used daily in home training for their child. A qualitative content analysis approach was applied. The parents' perception of the training was very positive. They expressed the view that motion interactive video games may promote positive experiences of physical training in rehabilitation, where the social aspects of gaming were especially valued. Further, the parents experienced less need to take on coaching while gaming stimulated independent training. However, there was a desire for more controlled and individualized games to better challenge the specific rehabilitative need of each child. Low-cost motion interactive games may provide increased motivation and social interaction to home training and promote independent training with reduced coaching efforts for the parents. In future designs of interactive games for rehabilitation purposes, it is important to preserve the motivational and social features of games while optimizing the individualized physical exercise.

The Application of Modeling and Simulation to the Behavioral Deficit of Autism

NASA Technical Reports Server (NTRS)

Anton, John J.

2010-01-01

This abstract describes a research effort to apply technological advances in virtual reality simulation and computer-based games to create behavioral modification programs for individuals with Autism Spectrum Disorder (ASD). The research investigates virtual social skills training within a 3D game environment to diminish the impact of ASD social impairments and to increase learning capacity for optimal intellectual capability. Individuals with autism will encounter prototypical social contexts via computer interface and will interact with 3D avatars with predefined roles within a game-like environment. Incremental learning objectives will combine to form a collaborative social environment. A secondary goal of the effort is to begin the research and development of virtual reality exercises aimed at triggering the release of neurotransmitters to promote critical aspects of synaptic maturation at an early age to change the course of the disease.

Brain training game boosts executive functions, working memory and processing speed in the young adults: a randomized controlled trial.

PubMed

Nouchi, Rui; Taki, Yasuyuki; Takeuchi, Hikaru; Hashizume, Hiroshi; Nozawa, Takayuki; Kambara, Toshimune; Sekiguchi, Atsushi; Miyauchi, Carlos Makoto; Kotozaki, Yuka; Nouchi, Haruka; Kawashima, Ryuta

2013-01-01

Do brain training games work? The beneficial effects of brain training games are expected to transfer to other cognitive functions. Yet in all honesty, beneficial transfer effects of the commercial brain training games in young adults have little scientific basis. Here we investigated the impact of the brain training game (Brain Age) on a wide range of cognitive functions in young adults. We conducted a double-blind (de facto masking) randomized controlled trial using a popular brain training game (Brain Age) and a popular puzzle game (Tetris). Thirty-two volunteers were recruited through an advertisement in the local newspaper and randomly assigned to either of two game groups (Brain Age, Tetris). Participants in both the Brain Age and the Tetris groups played their game for about 15 minutes per day, at least 5 days per week, for 4 weeks. Measures of the cognitive functions were conducted before and after training. Measures of the cognitive functions fell into eight categories (fluid intelligence, executive function, working memory, short-term memory, attention, processing speed, visual ability, and reading ability). Our results showed that commercial brain training game improves executive functions, working memory, and processing speed in young adults. Moreover, the popular puzzle game can engender improvement attention and visuo-spatial ability compared to playing the brain training game. The present study showed the scientific evidence which the brain training game had the beneficial effects on cognitive functions (executive functions, working memory and processing speed) in the healthy young adults. Our results do not indicate that everyone should play brain training games. However, the commercial brain training game might be a simple and convenient means to improve some cognitive functions. We believe that our findings are highly relevant to applications in educational and clinical fields. UMIN Clinical Trial Registry 000005618.

Brain Training Game Boosts Executive Functions, Working Memory and Processing Speed in the Young Adults: A Randomized Controlled Trial

PubMed Central

Nouchi, Rui; Taki, Yasuyuki; Takeuchi, Hikaru; Hashizume, Hiroshi; Nozawa, Takayuki; Kambara, Toshimune; Sekiguchi, Atsushi; Miyauchi, Carlos Makoto; Kotozaki, Yuka; Nouchi, Haruka; Kawashima, Ryuta

2013-01-01

Background Do brain training games work? The beneficial effects of brain training games are expected to transfer to other cognitive functions. Yet in all honesty, beneficial transfer effects of the commercial brain training games in young adults have little scientific basis. Here we investigated the impact of the brain training game (Brain Age) on a wide range of cognitive functions in young adults. Methods We conducted a double-blind (de facto masking) randomized controlled trial using a popular brain training game (Brain Age) and a popular puzzle game (Tetris). Thirty-two volunteers were recruited through an advertisement in the local newspaper and randomly assigned to either of two game groups (Brain Age, Tetris). Participants in both the Brain Age and the Tetris groups played their game for about 15 minutes per day, at least 5 days per week, for 4 weeks. Measures of the cognitive functions were conducted before and after training. Measures of the cognitive functions fell into eight categories (fluid intelligence, executive function, working memory, short-term memory, attention, processing speed, visual ability, and reading ability). Results and Discussion Our results showed that commercial brain training game improves executive functions, working memory, and processing speed in young adults. Moreover, the popular puzzle game can engender improvement attention and visuo-spatial ability compared to playing the brain training game. The present study showed the scientific evidence which the brain training game had the beneficial effects on cognitive functions (executive functions, working memory and processing speed) in the healthy young adults. Conclusions Our results do not indicate that everyone should play brain training games. However, the commercial brain training game might be a simple and convenient means to improve some cognitive functions. We believe that our findings are highly relevant to applications in educational and clinical fields. Trial Registration UMIN Clinical Trial Registry 000005618. PMID:23405164

Skill Transfer and Virtual Training for IND Response Decision-Making: Models for Government-Industry Collaboration for the Development of Game-Based Training Tools

DTIC Science & Technology

2016-05-05

Training for IND Response Decision-Making: Models for Government–Industry Collaboration for the Development of Game -Based Training Tools R.M. Seater...Skill Transfer and Virtual Training for IND Response Decision-Making: Models for Government–Industry Collaboration for the Development of Game -Based...unlimited. This page intentionally left blank. iii EXECUTIVE SUMMARY Game -based training tools, sometimes called “serious games ,” are becoming

Impact of current video game playing on robotic simulation skills among medical students.

PubMed

Öge, Tufan; Borahay, Mostafa A; Achjian, Tamar; Kılıç, Sami Gökhan

2015-01-01

To evaluate the impact of current and prior video game playing on initial robotic simulation skill acquisition. This cross-sectional descriptive study (Canadian Task Force Classification II-1) was conducted at a medical university training center. The study subjects were medical students who currently played video games (Group I) and those who had not played video games in the last 2 years (Group II). The robotic skills of both groups were assessed using simulation. Twenty-two students enrolled in this study; however, only 21 completed it. The median age of the participants was 23 (22-24) years and 24 (23-26) years in Groups I and II, respectively. Among the participants, 15 (71.4%) were male and 6 (28.5%) were female, and 90.4% of the students started playing video games in primary school. When the 2 groups were compared according to the completion time of each exercise, Group I finished more quickly than Group II in the Peg Board-1 exercise (p>0.05), whereas Group II had better results in 3 exercises including Pick and Place, Ring and Rail, and Thread the Rings-1. However, none of the differences were found to be statistically significant (p>.05), and according to the overall scores based on the time to complete exercises, economy of motion, instrument collision, use of excessive instrument force, instruments out of view, and master workspace range, the scores were not statistically different between Groups I and II (p>.05). According to the basic robotic simulation exercise results, there was no difference between medical students who used to play video games and those who still played video games. Studies evaluating baseline visuospatial skills with larger sample sizes are needed.

Impact of current video game playing on robotic simulation skills among medical students

PubMed Central

Öge, Tufan; Borahay, Mostafa A.; Achjian, Tamar; Kılıç, Sami Gökhan

2015-01-01

Objective To evaluate the impact of current and prior video game playing on initial robotic simulation skill acquisition. Material and Methods This cross-sectional descriptive study (Canadian Task Force Classification II-1) was conducted at a medical university training center. The study subjects were medical students who currently played video games (Group I) and those who had not played video games in the last 2 years (Group II). The robotic skills of both groups were assessed using simulation. Results Twenty-two students enrolled in this study; however, only 21 completed it. The median age of the participants was 23 (22–24) years and 24 (23–26) years in Groups I and II, respectively. Among the participants, 15 (71.4%) were male and 6 (28.5%) were female, and 90.4% of the students started playing video games in primary school. When the 2 groups were compared according to the completion time of each exercise, Group I finished more quickly than Group II in the Peg Board-1 exercise (p>0.05), whereas Group II had better results in 3 exercises including Pick and Place, Ring and Rail, and Thread the Rings-1. However, none of the differences were found to be statistically significant (p>.05), and according to the overall scores based on the time to complete exercises, economy of motion, instrument collision, use of excessive instrument force, instruments out of view, and master workspace range, the scores were not statistically different between Groups I and II (p>.05). Conclusion According to the basic robotic simulation exercise results, there was no difference between medical students who used to play video games and those who still played video games. Studies evaluating baseline visuospatial skills with larger sample sizes are needed. PMID:25788841

The use of Metro-Apex in health administration and planning education and training.

PubMed

Washburn, A W; McGinty, R T

1977-01-01

Metro-Apex is a computerized gaming-simulation designed to give practitioners and students an understanding of the environment of health care delivery systems. The exercise allows participants to explore the interaction of health roles and the health system's interaction with the larger community system. Originally developed as an air pollution control exercise, it has evolved to be a game about communities and how they operate. In 1972, the Department of Health, Education, and Welfare funded the Center for Multidisciplinary Educational Exercises (COMEX), of the University of Southern California to modify Metro-Apex for use with health service planners, health care administrators, and students in programs leading to these positions. The game runs in several rounds of from three to eight hours for groups of from 40 to 120 persons. Used in both educational and training settings, Metro-Apex is found to be a flexible addition to the health educator's tools.

Action video game training reduces the Simon Effect.

PubMed

Hutchinson, Claire V; Barrett, Doug J K; Nitka, Aleksander; Raynes, Kerry

2016-04-01

A number of studies have shown that training on action video games improves various aspects of visual cognition including selective attention and inhibitory control. Here, we demonstrate that action video game play can also reduce the Simon Effect, and, hence, may have the potential to improve response selection during the planning and execution of goal-directed action. Non-game-players were randomly assigned to one of four groups; two trained on a first-person-shooter game (Call of Duty) on either Microsoft Xbox or Nintendo DS, one trained on a visual training game for Nintendo DS, and a control group who received no training. Response times were used to contrast performance before and after training on a behavioral assay designed to manipulate stimulus-response compatibility (the Simon Task). The results revealed significantly faster response times and a reduced cost of stimulus-response incompatibility in the groups trained on the first-person-shooter game. No benefit of training was observed in the control group or the group trained on the visual training game. These findings are consistent with previous evidence that action game play elicits plastic changes in the neural circuits that serve attentional control, and suggest training may facilitate goal-directed action by improving players' ability to resolve conflict during response selection and execution.

Industrial Simulation Games for Executive Development: Review of the Literature and Implications for Military Applications

DTIC Science & Technology

1988-12-01

the effects of two formal training methods in the retail sales arena was reported by Ivancevich and Smith (1981). The methods involved (a) role...now established and that his work has extended the theory. Oligopoly theory also was the focus of the work reported by Lyons (1982). Oligopoly refers...benefit for the group while providing a fair share for each group member. Lyons described a computer-based game designed primarily for management

Does computerized working memory training with game elements enhance motivation and training efficacy in children with ADHD?

PubMed

Prins, Pier J M; Dovis, Sebastiaan; Ponsioen, Albert; ten Brink, Esther; van der Oord, Saskia

2011-03-01

This study examined the benefits of adding game elements to standard computerized working memory (WM) training. Specifically, it examined whether game elements would enhance motivation and training performance of children with ADHD, and whether it would improve training efficacy. A total of 51 children with ADHD aged between 7 and 12 years were randomly assigned to WM training in a gaming format or to regular WM training that was not in a gaming format. Both groups completed three weekly sessions of WM training. Children using the game version of the WM training showed greater motivation (i.e., more time training), better training performance (i.e., more sequences reproduced and fewer errors), and better WM (i.e., higher scores on a WM task) at post-training than children using the regular WM training. Results are discussed in terms of executive functions and reinforcement models of ADHD. It is concluded that WM training with game elements significantly improves the motivation, training performance, and working memory of children with ADHD. The findings of this study are encouraging and may have wide-reaching practical implications in terms of the role of game elements in the design and implementation of new intervention efforts for children with ADHD.

Interactive wiimote gaze stabilization exercise training system for patients with vestibular hypofunction

PubMed Central

2012-01-01

Background Peripheral vestibular hypofunction is a major cause of dizziness. When complicated with postural imbalance, this condition can lead to an increased incidence of falls. In traditional clinical practice, gaze stabilization exercise is commonly used to rehabilitate patients. In this study, we established a computer-aided vestibular rehabilitation system by coupling infrared LEDs to an infrared receiver. This system enabled the subjects’ head-turning actions to be quantified, and the training was performed using vestibular exercise combined with computer games and interactive video games that simulate daily life activities. Methods Three unilateral and one bilateral vestibular hypofunction patients volunteered to participate in this study. The participants received 30 minutes of computer-aided vestibular rehabilitation training 2 days per week for 6 weeks. Pre-training and post-training assessments were completed, and a follow-up assessment was completed 1 month after the end of the training period. Results After 6 weeks of training, significant improvements in balance and dynamic visual acuity (DVA) were observed in the four participants. Self-reports of dizziness, anxiety and depressed mood all decreased significantly. Significant improvements in self-confidence and physical performance were also observed. The effectiveness of this training was maintained for at least 1 month after the end of the training period. Conclusion Real-time monitoring of training performance can be achieved using this rehabilitation platform. Patients demonstrated a reduction in dizziness symptoms after 6 weeks of training with this short-term interactive game approach. This treatment paradigm also improved the patients’ balance function. This system could provide a convenient, safe and affordable treatment option for clinical practitioners. PMID:23043886

Interactive wiimote gaze stabilization exercise training system for patients with vestibular hypofunction.

PubMed

Chen, Po-Yin; Hsieh, Wan-Ling; Wei, Shun-Hwa; Kao, Chung-Lan

2012-10-09

Peripheral vestibular hypofunction is a major cause of dizziness. When complicated with postural imbalance, this condition can lead to an increased incidence of falls. In traditional clinical practice, gaze stabilization exercise is commonly used to rehabilitate patients. In this study, we established a computer-aided vestibular rehabilitation system by coupling infrared LEDs to an infrared receiver. This system enabled the subjects' head-turning actions to be quantified, and the training was performed using vestibular exercise combined with computer games and interactive video games that simulate daily life activities. Three unilateral and one bilateral vestibular hypofunction patients volunteered to participate in this study. The participants received 30 minutes of computer-aided vestibular rehabilitation training 2 days per week for 6 weeks. Pre-training and post-training assessments were completed, and a follow-up assessment was completed 1 month after the end of the training period. After 6 weeks of training, significant improvements in balance and dynamic visual acuity (DVA) were observed in the four participants. Self-reports of dizziness, anxiety and depressed mood all decreased significantly. Significant improvements in self-confidence and physical performance were also observed. The effectiveness of this training was maintained for at least 1 month after the end of the training period. Real-time monitoring of training performance can be achieved using this rehabilitation platform. Patients demonstrated a reduction in dizziness symptoms after 6 weeks of training with this short-term interactive game approach. This treatment paradigm also improved the patients' balance function. This system could provide a convenient, safe and affordable treatment option for clinical practitioners.

Impact of a web based interactive simulation game (PULSE) on nursing students' experience and performance in life support training--a pilot study.

PubMed

Cook, Neal F; McAloon, Toni; O'Neill, Philip; Beggs, Richard

2012-08-01

The delivery of effective life support measures is highly associated with the quality, design and implementation of the education that underpins it. Effectively responding to a critical event is a requirement for all nurses illustrating the need for effective educational approaches from pre-registration training through to enhancing and maintaining life support skills after qualification. This paper reports the findings of utilising a web-based multimedia simulation game PULSE (Platform for Undergraduate Life Support Education). The platform was developed to enhance the student experience of life support education, to motivate on-going learning and engagement and to improve psychomotor skills associated with the provision of Intermediate Life Support (ILS) training. Pre training participants played PULSE and during life support training data was collected from an intervention and a control group of final year undergraduate nursing students (N=34). Quantitative analysis of performance took place and qualitative data was generated from a questionnaire assessing the learning experience. A statistically significant difference was found between the competence the groups displayed in the three skills sets of checking equipment, airway assessment and the safe/effective use of defibrillator at ILS level, and PULSE was positively evaluated as an educational tool when used alongside traditional life support training. Copyright © 2011 Elsevier Ltd. All rights reserved.

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.

Game on: The Impact of Game Features in Computer-Based Training

ERIC Educational Resources Information Center

DeRouin-Jessen, Renee E.

2008-01-01

The term "serious games" became popularized in 2002 as a result of an initiative to promote the use of games for education, training, and other purposes. Today, many companies are using games for training and development, often with hefty price tags. For example, the development budget for the U.S. Army recruiting game, "America's…

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.

Physical and Cognitive Stimulation Using an Exergame in Subjects with Normal Aging, Mild and Moderate Cognitive Impairment.

PubMed

Ben-Sadoun, Grégory; Sacco, Guillaume; Manera, Valeria; Bourgeois, Jérémy; König, Alexandra; Foulon, Pierre; Fosty, Baptiste; Bremond, François; d'Arripe-Longueville, Fabienne; Robert, Philippe

2016-06-30

The use of Serious exerGames (SeG) as enriched environments (EE), which promotes cognitive simulation with physical activity in a positive emotional context, has been proposed to represent a powerful method to slow down the decline due to neurodegenerative diseases (ND), such as Alzheimer's disease (AD). However, so far, no SeG targeting EE has been tested in ND subjects. This study aimed at evaluating the usability and short-term training effects of X-Torp, an action SeG designed for elderly ND subjects with mild cognitive impairment (MCI) and AD. X-Torp is a SeG played using the Microsoft® Kinect™. 10 ND subjects and 8 healthy elderly controls (HEC) were enrolled in a 1-month program with three training sessions per week. Usability was evaluated through game time, game performance, the aerobic intensity level reached, perceived emotions, and perceived usability. All participants successfully completed the training program. ND subjects played less and had a lower game performance compared to HEC. During the sessions, ND subjects maintained a light intensity of aerobic activity, while HEC maintained a moderate intensity. Both groups experienced only positive emotions, and reported a 'moderate' to 'high' perceived competence, a 'moderate' game difficulty, and a 'high' interest in the game. Usability results suggest that X-Torp represents a usable EE for healthy subjects and persons with MCI and AD. However, in order to reach moderate or high intensity of aerobic activity, X-Torp control modes should be adapted to become more physically stimulating.

Cognitive training with casual video games: points to consider

PubMed Central

Baniqued, Pauline L.; Kranz, Michael B.; Voss, Michelle W.; Lee, Hyunkyu; Cosman, Joshua D.; Severson, Joan; Kramer, Arthur F.

2014-01-01

Brain training programs have proliferated in recent years, with claims that video games or computer-based tasks can broadly enhance cognitive function. However, benefits are commonly seen only in trained tasks. Assessing generalized improvement and practicality of laboratory exercises complicates interpretation and application of findings. In this study, we addressed these issues by using active control groups, training tasks that more closely resemble real-world demands and multiple tests to determine transfer of training. We examined whether casual video games can broadly improve cognition, and selected training games from a study of the relationship between game performance and cognitive abilities. A total of 209 young adults were randomized into a working memory–reasoning group, an adaptive working memory–reasoning group, an active control game group, and a no-contact control group. Before and after 15 h of training, participants completed tests of reasoning, working memory, attention, episodic memory, perceptual speed, and self-report measures of executive function, game experience, perceived improvement, knowledge of brain training research, and game play outside the laboratory. Participants improved on the training games, but transfer to untrained tasks was limited. No group showed gains in reasoning, working memory, episodic memory, or perceptual speed, but the working memory–reasoning groups improved in divided attention, with better performance in an attention-demanding game, a decreased attentional blink and smaller trail-making costs. Perceived improvements did not differ across training groups and those with low reasoning ability at baseline showed larger gains. Although there are important caveats, our study sheds light on the mixed effects in the training and transfer literature and offers a novel and potentially practical training approach. Still, more research is needed to determine the real-world benefits of computer programs such as casual games. PMID:24432009

Cognitive training with casual video games: points to consider.

PubMed

Baniqued, Pauline L; Kranz, Michael B; Voss, Michelle W; Lee, Hyunkyu; Cosman, Joshua D; Severson, Joan; Kramer, Arthur F

2014-01-07

Brain training programs have proliferated in recent years, with claims that video games or computer-based tasks can broadly enhance cognitive function. However, benefits are commonly seen only in trained tasks. Assessing generalized improvement and practicality of laboratory exercises complicates interpretation and application of findings. In this study, we addressed these issues by using active control groups, training tasks that more closely resemble real-world demands and multiple tests to determine transfer of training. We examined whether casual video games can broadly improve cognition, and selected training games from a study of the relationship between game performance and cognitive abilities. A total of 209 young adults were randomized into a working memory-reasoning group, an adaptive working memory-reasoning group, an active control game group, and a no-contact control group. Before and after 15 h of training, participants completed tests of reasoning, working memory, attention, episodic memory, perceptual speed, and self-report measures of executive function, game experience, perceived improvement, knowledge of brain training research, and game play outside the laboratory. Participants improved on the training games, but transfer to untrained tasks was limited. No group showed gains in reasoning, working memory, episodic memory, or perceptual speed, but the working memory-reasoning groups improved in divided attention, with better performance in an attention-demanding game, a decreased attentional blink and smaller trail-making costs. Perceived improvements did not differ across training groups and those with low reasoning ability at baseline showed larger gains. Although there are important caveats, our study sheds light on the mixed effects in the training and transfer literature and offers a novel and potentially practical training approach. Still, more research is needed to determine the real-world benefits of computer programs such as casual games.

An experimental study on the effects of a simulation game on students' clinical cognitive skills and motivation.

PubMed

Dankbaar, Mary E W; Alsma, Jelmer; Jansen, Els E H; van Merrienboer, Jeroen J G; van Saase, Jan L C M; Schuit, Stephanie C E

2016-08-01

Simulation games are becoming increasingly popular in education, but more insight in their critical design features is needed. This study investigated the effects of fidelity of open patient cases in adjunct to an instructional e-module on students' cognitive skills and motivation. We set up a three-group randomized post-test-only design: a control group working on an e-module; a cases group, combining the e-module with low-fidelity text-based patient cases, and a game group, combining the e-module with a high-fidelity simulation game with the same cases. Participants completed questionnaires on cognitive load and motivation. After a 4-week study period, blinded assessors rated students' cognitive emergency care skills in two mannequin-based scenarios. In total 61 students participated and were assessed; 16 control group students, 20 cases students and 25 game students. Learning time was 2 h longer for the cases and game groups than for the control group. Acquired cognitive skills did not differ between groups. The game group experienced higher intrinsic and germane cognitive load than the cases group (p = 0.03 and 0.01) and felt more engaged (p < 0.001). Students did not profit from working on open cases (in adjunct to an e-module), which nonetheless challenged them to study longer. The e-module appeared to be very effective, while the high-fidelity game, although engaging, probably distracted students and impeded learning. Medical educators designing motivating and effective skills training for novices should align case complexity and fidelity with students' proficiency level. The relation between case-fidelity, motivation and skills development is an important field for further study.

Making Games Not Work: Paradoxes Embedded in Game-Based Training and Concepts for Overcoming Them

NASA Technical Reports Server (NTRS)

Jones, Phillip N.; Cuper, Taryn

2010-01-01

An interest in game-based training solutions is natural. All one has to do is watch someone fully engaged in a modern game to see the potential of harnessing that attention for training. However, the reality of game-based training has not fully satisfied these expectations. This paper explains two paradoxes that must be overcome for games to support training. These paradoxes are a result of the realities of the basic human condition clashing with the requirements of learning theory. 80th paradoxes arise from the concept of "engagement" that is central to games. The first comes from a more robust definition of engagement, which is the condition of Flow or Optimal Experience. Flow is the state game developers want to see in users. One aspect of Flow is loss of sense of self as the individual becomes immersed in the experience. The paradox arises because this loss of self directly contradicts the learning requirement of self-reflection. The second paradox comes from theories of play, which state in part that play requires a level of individual freedom. The contradiction arises when game-based play must be harnessed to an organizational training program or regimen. The paper will discuss these paradoxes in the context of an effort to design a game-based training modality to train combat medics and will close with a review of compensating strategies identified by the designers. The paper will provide information important to anyone interested in conceptualizing and designing game-based training.

Preparing Residents Effectively in Emergency Skills Training With a Serious Game.

PubMed

Dankbaar, Mary E W; Roozeboom, Maartje Bakhuys; Oprins, Esther A P B; Rutten, Frans; van Merrienboer, Jeroen J G; van Saase, Jan L C M; Schuit, Stephanie C E

2017-02-01

Training emergency care skills is critical for patient safety but cost intensive. Serious games have been proposed as an engaging self-directed learning tool for complex skills. The objective of this study was to compare the cognitive skills and motivation of medical residents who only used a course manual as preparation for classroom training on emergency care with residents who used an additional serious game. This was a quasi-experimental study with residents preparing for a rotation in the emergency department. The "reading" group received a course manual before classroom training; the "reading and game" group received this manual plus the game as preparation for the same training. Emergency skills were assessed before training (with residents who agreed to participate in an extra pretraining assessment), using validated competency scales and a global performance scale. We also measured motivation. All groups had comparable important characteristics (eg, experience with acute care). Before training, the reading and game group felt motivated to play the game and spent more self-study time (+2.5 hours) than the reading group. Game-playing residents showed higher scores on objectively measured and self-assessed clinical competencies but equal scores on the global performance scale and were equally motivated for training, compared with the reading group. After the 2-week training, no differences between groups existed. After preparing training with an additional serious game, residents showed improved clinical competencies, compared with residents who only studied course material. After a 2-week training, this advantage disappeared. Future research should study the retention of game effects in blended designs.

An Analysis of VR Technology Used in Immersive Simulations with a Serious Game Perspective.

PubMed

Menin, Aline; Torchelsen, Rafael; Nedel, Luciana

2018-03-01

Using virtual environments (VEs) is a safer and cost-effective alternative to executing dangerous tasks, such as training firefighters and industrial operators. Immersive virtual reality (VR) combined with game aspects have the potential to improve the user experience in the VE by increasing realism, engagement, and motivation. This article investigates the impact of VR technology on 46 immersive gamified simulations with serious purposes and classifies it towards a taxonomy. Our findings suggest that immersive VR improves simulation outcomes, such as increasing learning gain and knowledge retention and improving clinical outcomes for rehabilitation. However, it also has limitations such as motion sickness and restricted access to VR hardware. Our contributions are to provide a better understanding of the benefits and limitations of using VR in immersive simulations with serious purposes, to propose a taxonomy that classifies them, and to discuss whether methods and participants profiles influence results.

Distributed Observer Network

NASA Technical Reports Server (NTRS)

2008-01-01

NASA s advanced visual simulations are essential for analyses associated with life cycle planning, design, training, testing, operations, and evaluation. Kennedy Space Center, in particular, uses simulations for ground services and space exploration planning in an effort to reduce risk and costs while improving safety and performance. However, it has been difficult to circulate and share the results of simulation tools among the field centers, and distance and travel expenses have made timely collaboration even harder. In response, NASA joined with Valador Inc. to develop the Distributed Observer Network (DON), a collaborative environment that leverages game technology to bring 3-D simulations to conventional desktop and laptop computers. DON enables teams of engineers working on design and operations to view and collaborate on 3-D representations of data generated by authoritative tools. DON takes models and telemetry from these sources and, using commercial game engine technology, displays the simulation results in a 3-D visual environment. Multiple widely dispersed users, working individually or in groups, can view and analyze simulation results on desktop and laptop computers in real time.

Factors associated with simulator-assessed laparoscopic surgical skills of veterinary students.

PubMed

Kilkenny, Jessica J; Singh, Ameet; Kerr, Carolyn L; Khosa, Deep K; Fransson, Boel A

2017-06-01

OBJECTIVE To determine whether simulator-assessed laparoscopic skills of veterinary students were associated with training level and prior experience performing nonlaparoscopic veterinary surgery and other activities requiring hand-eye coordination and manual dexterity. DESIGN Experiment. SAMPLE 145 students without any prior laparoscopic surgical or fundamentals of laparoscopic surgery (FLS) simulator experience in years 1 (n = 39), 2 (34), 3 (39), and 4 (33) at a veterinary college. PROCEDURES A questionnaire was used to collect data from participants regarding experience performing veterinary surgery, playing video games, and participating in other activities. Participants performed a peg transfer, pattern cutting, and ligature loop-placement task on an FLS simulator, and FLS scores were assigned by an observer. Scores were compared among academic years, and correlations between amounts of veterinary surgical experience and FLS scores were assessed. A general linear model was used to identify predictors of FLS scores. RESULTS Participants were predominantly female (75%), right-hand dominant (92%), and between 20 and 29 years of age (98%). No significant differences were identified among academic years in FLS scores for individual tasks or total FLS score. Scores were not significantly associated with prior surgical or video game experience. Participants reporting no handicraft experience had significantly lower total FLS scores and FLS scores for task 2 than did participants reporting a lot of handicraft experience. CONCLUSIONS AND CLINICAL RELEVANCE Prior veterinary surgical and video game experience had no influence on FLS scores in this group of veterinary students, suggesting that proficiency of veterinary students in FLS may require specific training.

Talent identification and deliberate programming in skeleton: ice novice to Winter Olympian in 14 months.

PubMed

Bullock, Nicola; Gulbin, Jason P; Martin, David T; Ross, Angus; Holland, Terry; Marino, Frank

2009-02-15

The aims of this study were to talent transfer, rapidly develop, and qualify an Australian female athlete in the skeleton event at the 2006 Torino Winter Olympic Games and quantify the volume of skeleton-specific training and competition that would enable this to be achieved. Initially, 26 athletes were recruited through a talent identification programme based on their 30-m sprint time. After attending a selection camp, 10 athletes were invited to undertake an intensified skeleton training programme. Four of these athletes were then selected to compete for Australia on the World Cup circuit. All completed runs and simulated push starts were documented over a 14-month period. The athlete who eventually represented Australia at the Torino Winter Olympic Games did so following approximately 300 start simulations and about 220 training/competition runs over a period of 14 months. Using a deliberate programming model, these findings provide a guide to the minimum exposure required for a novice skeleton athlete to reach Olympic representative standard following intensified sport-specific training. The findings of this study are discussed in the context of the deliberate practice theory and offer the term "deliberate programming" as an alternative way of incorporating all aspects of expert development.

GREMEX - A management game for the new public administration.

NASA Technical Reports Server (NTRS)

Mcgregor, E. B.; Baker, R. F.

1972-01-01

This is a critique of a new management game being used in the federal government - Goddard Research Engineering Management Exercise (GREMEX). The exercise involves teams of players who act as managers of a research and development project - the orbiting optical observatory - of the National Aeronautics and Space Administration. During this exercise a computer and the referee-instructor together provide the realistic environment within which the team participants make their decisions affecting the course of the project. The article discusses the place of GREMEX in a tradition of games and simulations, and notes the similarities and differences between GREMEX and other management games currently in use for business training. Some of the actual decisions being made by the GREMEX teams are described to illustrate the nature of the exercise.

The Myth of Blunted Gamers: No Evidence for Desensitization in Empathy for Pain after a Violent Video Game Intervention in a Longitudinal fMRI Study on Non-Gamers.

PubMed

Kühn, Simone; Kugler, Dimitrij; Schmalen, Katharina; Weichenberger, Markus; Witt, Charlotte; Gallinat, Jürgen

2018-01-31

It is a common concern in the research field and the community that habitual violent video gaming reduces empathy for pain in its players. However, previous fMRI studies have only compared habitual game players against control participants cross-sectionally. However the observed pattern of results may be due to a priori differences in people who become gamers and who not. In order to derive the causal conclusion that violent video game play causes desensitisation, longitudinal studies are needed. Therefore we conducted a longitudinal fMRI intervention study over 16 weeks. Participants were randomly assigned to 1) play a violent video game (Grand Theft Auto 5), 2) perform a social life simulation game (The Sims 3) 30 min/day for 8 weeks, 3) serve as passive control. To assess empathy processing, participants were exposed to painful and non-painful stimuli (e.g. someone cutting a cucumber with or without hurting herself) either as real photographs or video-game like depictions in a 3T MRI scanner before and after the training intervention as well as two months after training. We did not find any evidence for desensitization in the empathy network for pain in the violent video game group at any time point. The present results provide strong evidence against the frequently proclaimed negative effects of playing violent video games and will therefore help to communicate a more realistic scientific perspective of the effects of violent video gaming in real life. © 2018 The Author(s). Published by S. Karger AG, Basel.

Designing Mixed Reality Mobile Games for Crisis Management Training

ERIC Educational Resources Information Center

Di Loreto, Ines; Mora, Simone; Divitini, Monica

2013-01-01

Games for crisis management offer an interesting complement to traditional training. Experiments on their usage show that games can be promising tools able to address some of the limitations of traditional training. Also our first assessment with a board game for panic management shows that this particular kind of game could be useful for soft…

A serious game can be a valid method to train clinical decision-making in surgery.

PubMed

Graafland, Maurits; Vollebergh, Maarten F; Lagarde, Sjoerd M; van Haperen, M; Bemelman, Willem A; Schijven, Marlies P

2014-12-01

A serious game was developed to train surgical residents in clinical decision-making regarding biliary tract disease. Serious or applied gaming is a novel educational approach to postgraduate training, combining training and assessment of clinical decision-making in a fun and challenging way. Although interest for serious games in medicine is rising, evidence on its validity is lacking. This study investigates face, content, and construct validity of this serious game. Experts structurally validated the game's medical content. Subsequently, 41 participants played the game. Decision scores and decision speed were compared among surgeons, surgical residents, interns, and medical students, determining the game's discriminatory ability between different levels of expertise. After playing, participants completed a questionnaire on the game's perceived realism and teaching ability. Surgeons solved more cases correctly (mean 77 %) than surgical residents (67 %), interns (60 %), master-degree students (50 %), and bachelor-degree students (39 % (p < 0.01). Trainees performed significantly better in their second play session than in the first (median 72 vs. 48 %, p = 0.00). Questionnaire results showed that educators and surgical trainees found the game both realistic and useful for surgical training. The majority perceived the game as fun (91.2 %), challenging (85.3 %), and would recommend the game to educate their colleagues (81.8 %). This serious game showed clear discriminatory ability between different levels of expertise in biliary tract disease management and clear teaching capability. It was perceived as appealing and realistic. Serious gaming has the potential to increase adherence to training programs in surgical residency training and medical school.

Evolving Educational Techniques in Surgical Training.

PubMed

Evans, Charity H; Schenarts, Kimberly D

2016-02-01

Training competent and professional surgeons efficiently and effectively requires innovation and modernization of educational methods. Today's medical learner is quite adept at using multiple platforms to gain information, providing surgical educators with numerous innovative avenues to promote learning. With the growth of technology, and the restriction of work hours in surgical education, there has been an increase in use of simulation, including virtual reality, robotics, telemedicine, and gaming. The use of simulation has shifted the learning of basic surgical skills to the laboratory, reserving limited time in the operating room for the acquisition of complex surgical skills". Copyright © 2016 Elsevier Inc. All rights reserved.

End-of-Life Conversation Game Increases Confidence for Having End-of-Life Conversations for Chaplains-in-Training.

PubMed

Van Scoy, Lauren Jodi; Watson-Martin, Elizabeth; Bohr, Tiffany A; Levi, Benjamin H; Green, Michael J

2018-04-01

Discussing end-of-life issues with patients is an essential role for chaplains. Few tools are available to help chaplains-in-training develop end-of-life communication skills. This study aimed to determine whether playing an end-of-life conversation game increases the confidence for chaplain-in-trainings to discuss end-of-life issues with patients. We used a convergent mixed methods design. Chaplains-in-training played the end-of-life conversation game twice over 2 weeks. For each game, pre- and postgame questionnaires measured confidence discussing end-of-life issues with patients and emotional affect. Between games, chaplains-in-training discussed end-of-life issues with an inpatient. One week after game 2, chaplains-in-training were individually interviewed. Quantitative data were analyzed using descriptive statistics and Wilcoxon rank-sum t tests. Content analysis identified interview themes. Quantitative and qualitative data sets were then integrated using a joint display. Twenty-three chaplains-in-training (52% female; 87% Caucasian; 70% were in year 1 of training) completed the study. Confidence scores (scale: 15-75; 75 = very confident) increased significantly after each game, increasing by 10.0 points from pregame 1 to postgame 2 ( P < .001). Positive affect subscale scores also increased significantly after each game, and shyness subscale scores decreased significantly after each game. Content analysis found that chaplains-in-training found the game to be a positive, useful experience and reported that playing twice was beneficial (not redundant). Mixed methods analysis suggest that an end-of-life conversation game is a useful tool that can increase chaplain-in-trainings' confidence for initiating end-of-life discussions with patients. A larger sample size is needed to confirm these findings.

Functional changes in the reward circuit in response to gaming-related cues after training with a commercial video game.

PubMed

Gleich, Tobias; Lorenz, Robert C; Gallinat, Jürgen; Kühn, Simone

2017-05-15

In the present longitudinal study, we aimed to investigate video game training associated neuronal changes in reward processing using functional magnetic resonance imaging (fMRI). We recruited 48 healthy young participants which were assigned to one of 2 groups: A group in which participants were instructed to play a commercial video game ("Super Mario 64 DS") on a portable Nintendo DS handheld console at least 30minutes a day over a period of two months (video gaming group; VG) or to a matched passive control group (CG). Before and after the training phase, in both groups, fMRI imaging was conducted during passively viewing reward and punishment-related videos sequences recorded from the trained video game. The results show that video game training may lead to reward related decrease in neuronal activation in the dorsolateral prefrontal cortex (DLPFC) and increase in the hippocampus. Additionally, the decrease in DLPFC activation was associated with gaming related parameters experienced during playing. Specifically, we found that in the VG, gaming related parameters like performance, experienced fun and frustration (assessed during the training period) were correlated to decrease in reward related DLPFC activity. Thus, neuronal changes in terms of video game training seem to be highly related to the appetitive character and reinforcement schedule of the game. Those neuronal changes may also be related to the often reported video game associated improvements in cognitive functions. Copyright © 2017 Elsevier Inc. All rights reserved.

The effects of gender, flow and video game experience on combat identification training.

PubMed

Plummer, John Paul; Schuster, David; Keebler, Joseph R

2017-08-01

The present study examined the effects of gender, video game experience (VGE), and flow state on multiple indices of combat identification (CID) performance. Individuals were trained on six combat vehicles in a simulation, presented through either a stereoscopic or non-stereoscopic display. Participants then reported flow state, VGE and were tested on their ability to discriminate friend vs. foe and identify both pictures and videos of the trained vehicles. The effect of stereoscopy was not significant. There was an effect of gender across three dependent measures. For the two picture-based measures, the effect of gender was mediated by VGE. Additionally, the effect of gender was moderated by flow state on the identification measures. Overall, the study suggests that gender differences may be overcome by VGE and by achieving flow state. Selection based on these individual differences may be useful for future military simulation. Practitioner Summary: This work investigates the effect of gender, VGE and flow state on CID performance. For three measures of performance, there was a main effect of gender. Gender was mediated by previous VGE on two measures, and gender was moderated by flow state on two measures.

Video game training and the reward system.

PubMed

Lorenz, Robert C; Gleich, Tobias; Gallinat, Jürgen; Kühn, Simone

2015-01-01

Video games contain elaborate reinforcement and reward schedules that have the potential to maximize motivation. Neuroimaging studies suggest that video games might have an influence on the reward system. However, it is not clear whether reward-related properties represent a precondition, which biases an individual toward playing video games, or if these changes are the result of playing video games. Therefore, we conducted a longitudinal study to explore reward-related functional predictors in relation to video gaming experience as well as functional changes in the brain in response to video game training. Fifty healthy participants were randomly assigned to a video game training (TG) or control group (CG). Before and after training/control period, functional magnetic resonance imaging (fMRI) was conducted using a non-video game related reward task. At pretest, both groups showed strongest activation in ventral striatum (VS) during reward anticipation. At posttest, the TG showed very similar VS activity compared to pretest. In the CG, the VS activity was significantly attenuated. This longitudinal study revealed that video game training may preserve reward responsiveness in the VS in a retest situation over time. We suggest that video games are able to keep striatal responses to reward flexible, a mechanism which might be of critical value for applications such as therapeutic cognitive training.

Video game training and the reward system

PubMed Central

Lorenz, Robert C.; Gleich, Tobias; Gallinat, Jürgen; Kühn, Simone

2015-01-01

Video games contain elaborate reinforcement and reward schedules that have the potential to maximize motivation. Neuroimaging studies suggest that video games might have an influence on the reward system. However, it is not clear whether reward-related properties represent a precondition, which biases an individual toward playing video games, or if these changes are the result of playing video games. Therefore, we conducted a longitudinal study to explore reward-related functional predictors in relation to video gaming experience as well as functional changes in the brain in response to video game training. Fifty healthy participants were randomly assigned to a video game training (TG) or control group (CG). Before and after training/control period, functional magnetic resonance imaging (fMRI) was conducted using a non-video game related reward task. At pretest, both groups showed strongest activation in ventral striatum (VS) during reward anticipation. At posttest, the TG showed very similar VS activity compared to pretest. In the CG, the VS activity was significantly attenuated. This longitudinal study revealed that video game training may preserve reward responsiveness in the VS in a retest situation over time. We suggest that video games are able to keep striatal responses to reward flexible, a mechanism which might be of critical value for applications such as therapeutic cognitive training. PMID:25698962

Branched-Chain Amino Acids and Arginine Improve Performance in Two Consecutive Days of Simulated Handball Games in Male and Female Athletes: A Randomized Trial

PubMed Central

Chang, Chen-Kang; Chang Chien, Kun-Ming; Chang, Jung-Hsien; Huang, Mei-Hsuan; Liang, Ya-Chuan; Liu, Tsung-Han

2015-01-01

The central nervous system plays a crucial role in the development of physical fatigue. The purpose of this study is to investigate the effect of combined supplementation of branched-chain amino acids (BCAA) and arginine on intermittent sprint performance in simulated handball games on 2 consecutive days. Methods: Fifteen male and seven female handball players consumed 0.17 g/kg BCAA and 0.04 g/kg arginine together (AA trial), or placebo (PB trial) before exercise. Each trial contained two 60-min simulated handball games on consecutive days. The game was consisted of 30 identical 2-min blocks and a 20 m all-out sprint was performed at the end of each block. The performance, measured by percentage changes of sprint time between day 1 and 2, was significantly better in the AA trial (first half: AA trial: -1.34±0.60%, PB trial: -0.21±0.69%; second half: AA trial: -1.68±0.58%, PB trial: 0.49±0.42%). The average ratings of perceive exertion throughout the 2-day trial was significantly lower in the AA trial (14.2±0.3) than the PB trial (15.1±0.4). Concurrently, post-exercise tryptophan/BCAA ratio on both days in the AA trial was significantly lower than the baseline. This study showed that BCAA and arginine supplementation could improve performance in intermittent sprints on the second consecutive day of simulated handball games in well-trained athletes by potentially alleviating central fatigue. PMID:25803783

In Conversation: Transforming Experience Into Learning.

ERIC Educational Resources Information Center

Baker, Ann C.; And Others

1997-01-01

Simulations and games are designed to provide participants with an experiential context for reflection and learning in classrooms, corporate training centers, and community-based organizations. A conversational approach to debriefing sessions is one way to more deeply involve participants in exploring the meaning of their experience from multiple…

Modeling and Simulation of Agents in Resource Strategy Games

DTIC Science & Technology

2008-01-01

reference to psychic concepts. These actors are emotionless geniuses. • Descriptive agents: Following the new tradition of BGT, these agents are...Followers – tend to be sons of Moderate Y Followers who were Wahhabi and college-trained, unemployed , running religious schools in family homes. Earlier

Doctoral Research in Library Media; Completed and Underway 1970.

ERIC Educational Resources Information Center

Anderton, Ray L., Ed.; Mapes, Joseph L., Ed.

Doctoral theses completed and doctoral theses underway in the subject area of instructional technology are listed in this bibliography under the subtitles of audio literacy, audiovisual techniques, computers in education, library media, media training, programed instruction, projected materials, simulation and games, systems approach, television,…

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

Preparing Residents Effectively in Emergency Skills Training With a Serious Game

PubMed Central

Dankbaar, Mary E.W.; Roozeboom, Maartje Bakhuys; Oprins, Esther A.P. B.; Rutten, Frans; van Merrienboer, Jeroen J.G.; van Saase, Jan L.C.M.; Schuit, Stephanie C.E.

2017-01-01

Introduction Training emergency care skills is critical for patient safety but cost intensive. Serious games have been proposed as an engaging self-directed learning tool for complex skills. The objective of this study was to compare the cognitive skills and motivation of medical residents who only used a course manual as preparation for classroom training on emergency care with residents who used an additional serious game. Methods This was a quasi-experimental study with residents preparing for a rotation in the emergency department. The “reading” group received a course manual before classroom training; the “reading and game” group received this manual plus the game as preparation for the same training. Emergency skills were assessed before training (with residents who agreed to participate in an extra pretraining assessment), using validated competency scales and a global performance scale. We also measured motivation. Results All groups had comparable important characteristics (eg, experience with acute care). Before training, the reading and game group felt motivated to play the game and spent more self-study time (+2.5 hours) than the reading group. Game-playing residents showed higher scores on objectively measured and self-assessed clinical competencies but equal scores on the global performance scale and were equally motivated for training, compared with the reading group. After the 2-week training, no differences between groups existed. Conclusions After preparing training with an additional serious game, residents showed improved clinical competencies, compared with residents who only studied course material. After a 2-week training, this advantage disappeared. Future research should study the retention of game effects in blended designs. PMID:27764018

Design of a Serious Game for Handling Obstetrical Emergencies.

PubMed

Jean Dit Gautier, Estelle; Bot-Robin, Virginie; Libessart, Aurélien; Doucède, Guillaume; Cosson, Michel; Rubod, Chrystèle

2016-12-21

The emergence of new technologies in the obstetrical field should lead to the development of learning applications, specifically for obstetrical emergencies. Many childbirth simulations have been recently developed. However, to date none of them have been integrated into a serious game. Our objective was to design a new type of immersive serious game, using virtual glasses to facilitate the learning of pregnancy and childbirth pathologies. We have elaborated a new game engine, placing the student in some maternity emergency situations and delivery room simulations. A gynecologist initially wrote a scenario based on a real clinical situation. He also designed, along with an educational engineer, a tree diagram, which served as a guide for dialogues and actions. A game engine, especially developed for this case, enabled us to connect actions to the graphic universe (fully 3D modeled and based on photographic references). We used the Oculus Rift in order to immerse the player in virtual reality. Each action in the game was linked to a certain number of score points, which could either be positive or negative. Different pathological pregnancy situations have been targeted and are as follows: care of spontaneous miscarriage, threat of preterm birth, forceps operative delivery for fetal abnormal heart rate, and reduction of a shoulder dystocia. The first phase immerses the learner into an action scene, as a doctor. The second phase ask the student to make a diagnosis. Once the diagnosis is made, different treatments are suggested. Our serious game offers a new perspective for obstetrical emergency management trainings and provides students with active learning by immersing them into an environment, which recreates all or part of the real obstetrical world of emergency. It is consistent with the latest recommendations, which clarify the importance of simulation in teaching and in ongoing professional development. ©Estelle Jean dit Gautier, Virginie Bot-Robin, Aurélien Libessart, Guillaume Doucède, Michel Cosson, Chrystèle Rubod. Originally published in JMIR Serious Games (http://games.jmir.org), 21.12.2016.

The implementation and evaluation of teacher training in gaming instruction for secondary science: An action research project

NASA Astrophysics Data System (ADS)

Sanders, Veronica

This study implemented and evaluated gaming instruction as a professional development for science teachers at a Georgia high school. It was guided by four research questions that (a) assessed the impact of training in gaming instruction and evaluation of that training on science teachers' ability to use games; (b) examined evidence showing that science teachers used games; (c) assessed the impact of the implementation and subsequent evaluation of games-based training on how science teachers instruct their students; and (d) explored the use of change management principles to help teachers transition from traditional to gaming instruction. The study included a purposive sampling of 10 volunteer science teachers who received the professional development of training in gaming instruction and were observed as they used games to instruct their students. Quantitative data were collected from interviews, observations, and reviews of student assignments and teacher plans, and were statistically analyzed to answer the research questions. These same methods were used to obtain qualitative data, which were also analyzed to answer the research questions as well as to understand the meaning, beliefs and experience behind the numbers. Ultimately, data analysis revealed that the science teachers not only used gaming instruction but also that the training helped them to use gaming instruction and that they considered gaming instruction a viable instruction methodology. Finally, data analysis revealed that change management was successfully used in the study.

Special Operations Forces Language and Culture Needs Assessment: Language Resources And Self-Study

DTIC Science & Technology

2010-11-12

2007; Freitas & Levine, 2004; Tuzun, 2007). SOFLO should analyze and consider the cost-benefit of providing more instructors/tutors. “I would like...instructor is generally considered an effective training solution (Blunt, 2007; Freitas & Levine, 2004; Tuzun, 2007). Additionally, some SOF operators...Simulation and Education Conference: Orlando, Fl. Freitas , S., & Levene, M. (2004). An investigation of the use of simulations and video gaming for

The Role of Expectations in Game-Based Training.

PubMed

Kreutzer, Christine; Bowers, Clint

2015-01-01

The present work seeks to examine the importance of expectancies in computer-mediated treatment and training programs. Two studies examining the role of patient and trainee expectations are presented. Study 1 investigated how expectations of a training game for military surgical teams influence training performance outcomes. The findings have implications for the administration of game-based treatment and training systems. Study 2 explored how pre-treatment expectancies influence post-treatment reactions to a game-based intervention for post-traumatic stress disorder (PTSD). Results indicate that self-efficacy plays a mediating role in the relationship between expectancies and reactions. Together, these studies offer implications regarding the critical role of attitudes towards game-based training and treatment mechanisms.

Small-sided games in team sports training: a brief review.

PubMed

Halouani, Jamel; Chtourou, Hamdi; Gabbett, Tim; Chaouachi, Anis; Chamari, Karim

2014-12-01

Small-sided games (SSGs) incorporating skills, sport-specific movements, at intensities sufficient to promote aerobic adaptations, are being increasingly implemented in professional team sport environments. Small-sided games are often employed by coaches based on the premise that the greatest training benefits occur when training simulates the specific movement patterns and physiological demands of the sport. At present, there is relatively little information regarding how SSG can best be used to improve physical capacities and technical and tactical skills in team sports. It is possible that with some modifications (e.g., number of players, pitch size, coach encouragement, and wrestling), such games may be physiologically beneficial for athletes with relatively high initial aerobic fitness levels. For instance, it has been shown that 3-a-side soccer SSG resulted in higher intensity (i.e., greater overall distance, less jogging and walking, higher heart rate, and more tackling, dribbling, goal attempts, and passes) than 5-a-side SSG. Likewise, when player numbers were kept constant, a larger playing area increased the intensity of the SSG with a smaller playing area having the opposite effect. It has also been demonstrated that energy expenditure was similar between badminton and volleyball courts, but lower than that obtained in a basketball court. Moreover, it has been demonstrated in rugby that wrestling can increase the physical demands of SSG. Consistent coach encouragement can also increase training intensity, although most rule changes have trivial or no effect on exercise intensity. Further research is required to examine the optimal periodization strategies of SSG training for the long-term development of physiological capacity, technical skill, and tactical proficiency, while also minimizing the associated risk of injuries.

Effects of Video Game Training on Behavioral and Electrophysiological Measures of Attention and Memory: Protocol for a Randomized Controlled Trial

PubMed Central

Mayas, Julia; Ruiz-Marquez, Eloisa; Prieto, Antonio; Toril, Pilar; Ponce de Leon, Laura; de Ceballos, Maria L; Reales Avilés, José Manuel

2017-01-01

Background Neuroplasticity-based approaches seem to offer promising ways of maintaining cognitive health in older adults and postponing the onset of cognitive decline symptoms. Although previous research suggests that training can produce transfer effects, this study was designed to overcome some limitations of previous studies by incorporating an active control group and the assessment of training expectations. Objective The main objectives of this study are (1) to evaluate the effects of a randomized computer-based intervention consisting of training older adults with nonaction video games on brain and cognitive functions that decline with age, including attention and spatial working memory, using behavioral measures and electrophysiological recordings (event-related potentials [ERPs]) just after training and after a 6-month no-contact period; (2) to explore whether motivation, engagement, or expectations might account for possible training-related improvements; and (3) to examine whether inflammatory mechanisms assessed with noninvasive measurement of C-reactive protein in saliva impair cognitive training-induced effects. A better understanding of these mechanisms could elucidate pathways that could be targeted in the future by either behavioral or neuropsychological interventions. Methods A single-blinded randomized controlled trial with an experimental group and an active control group, pretest, posttest, and 6-month follow-up repeated measures design is used in this study. A total of 75 cognitively healthy older adults were randomly distributed into experimental and active control groups. Participants in the experimental group received 16 1-hour training sessions with cognitive nonaction video games selected from Lumosity, a commercial brain training package. The active control group received the same number of training sessions with The Sims and SimCity, a simulation strategy game. Results We have recruited participants, have conducted the training protocol and pretest assessments, and are currently conducting posttest evaluations. The study will conclude in the first semester of 2017. Data analysis will take place during 2017. The primary outcome is transfer of benefit from training to attention and working memory functions and the neural mechanisms underlying possible cognitive improvements. Conclusions We expect that mental stimulation with video games will improve attention and memory both at the behavioral level and in ERP components promoting brain and mental health and extending independence among elderly people by avoiding the negative personal and economic consequences of long-term care. Trial Registration Clinicaltrials.gov NCT02796508; https://clinicaltrials.gov/ct2/show/NCT02796508 (archived by WebCite at http://www.webcitation.org/6nFeKeFNB) PMID:28119279

Playing Super Mario induces structural brain plasticity: gray matter changes resulting from training with a commercial video game.

PubMed

Kühn, S; Gleich, T; Lorenz, R C; Lindenberger, U; Gallinat, J

2014-02-01

Video gaming is a highly pervasive activity, providing a multitude of complex cognitive and motor demands. Gaming can be seen as an intense training of several skills. Associated cerebral structural plasticity induced has not been investigated so far. Comparing a control with a video gaming training group that was trained for 2 months for at least 30 min per day with a platformer game, we found significant gray matter (GM) increase in right hippocampal formation (HC), right dorsolateral prefrontal cortex (DLPFC) and bilateral cerebellum in the training group. The HC increase correlated with changes from egocentric to allocentric navigation strategy. GM increases in HC and DLPFC correlated with participants' desire for video gaming, evidence suggesting a predictive role of desire in volume change. Video game training augments GM in brain areas crucial for spatial navigation, strategic planning, working memory and motor performance going along with evidence for behavioral changes of navigation strategy. The presented video game training could therefore be used to counteract known risk factors for mental disease such as smaller hippocampus and prefrontal cortex volume in, for example, post-traumatic stress disorder, schizophrenia and neurodegenerative disease.

Skill Transfer and Virtual Training for IND Response Decision-Making: Models for Government-Industry Collaboration for the Development of Game-Based Training Tools

DTIC Science & Technology

2016-04-01

IND Response Decision-Making: Models for Government–Industry Collaboration for the Development of Game -Based Training Tools R.M. Seater C.E. Rose...Models for Government–Industry Collaboration for the Development of Game -Based Training Tools C.E. Rose A.S. Norige Group 44 R.M. Seater K.C...Report 1208 Lexington Massachusetts This page intentionally left blank. iii EXECUTIVE SUMMARY Game -based training tools, sometimes called “serious

The influence of action video game playing on eye movement behaviour during visual search in abstract, in-game and natural scenes.

PubMed

Azizi, Elham; Abel, Larry A; Stainer, Matthew J

2017-02-01

Action game playing has been associated with several improvements in visual attention tasks. However, it is not clear how such changes might influence the way we overtly select information from our visual world (i.e. eye movements). We examined whether action-video-game training changed eye movement behaviour in a series of visual search tasks including conjunctive search (relatively abstracted from natural behaviour), game-related search, and more naturalistic scene search. Forty nongamers were trained in either an action first-person shooter game or a card game (control) for 10 hours. As a further control, we recorded eye movements of 20 experienced action gamers on the same tasks. The results did not show any change in duration of fixations or saccade amplitude either from before to after the training or between all nongamers (pretraining) and experienced action gamers. However, we observed a change in search strategy, reflected by a reduction in the vertical distribution of fixations for the game-related search task in the action-game-trained group. This might suggest learning the likely distribution of targets. In other words, game training only skilled participants to search game images for targets important to the game, with no indication of transfer to the more natural scene search. Taken together, these results suggest no modification in overt allocation of attention. Either the skills that can be trained with action gaming are not powerful enough to influence information selection through eye movements, or action-game-learned skills are not used when deciding where to move the eyes.

First Responder Immersive Training Environment (FRITSE): Development of a Games-Based Simulator for CBRN First Responder Training

DTIC Science & Technology

2014-11-01

SV © Her Majesty the Queen in Right of Canada, as represented by the Minister of National Defence, 2014 © Sa Majesté la Reine (en droit du Canada... dragged over to fire hydrants to be attached to the steamer caps. Bolt cutters can be used to cut holes in fences allowing better access to the train...derailment fire. Ground monitors (for blitz fire) can be positioned for fire attack. 65mm attack lines can be dragged from fire engines and

Game Analysis, Validation, and Potential Application of EyeToy Play and Play 2 to Upper-Extremity Rehabilitation

PubMed Central

Caldwell, Michelle; Dickerhoof, Erica; Hall, Anastasia; Odakura, Bryan; Fanchiang, Hsin-Chen

2014-01-01

Objective. To describe and analyze the potential use of games in the commercially available EyeToy Play and EyeToy Play 2 on required/targeted training skills and feedback provided for clinical application. Methods. A summary table including all games was created. Two movement experts naïve to the software validated required/targeted training skills and feedback for 10 randomly selected games. Ten healthy school-aged children played to further validate the required/targeted training skills. Results. All but two (muscular and cardiovascular endurance) had excellent agreement in required/targeted training skills, and there was 100% agreement on feedback. Children's performance in required/targeted training skills (number of unilateral reaches and bilateral reaches, speed, muscular endurance, and cardiovascular endurance) significantly differed between games (P < .05). Conclusion. EyeToy Play games could be used to train children's arm function. However, a careful evaluation of the games is needed since performance might not be consistent between players and therapists' interpretation. PMID:25610652

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

A Serious Game for Massive Training and Assessment of French Soldiers Involved in Forward Combat Casualty Care (3D-SC1): Development and Deployment.

PubMed

Pasquier, Pierre; Mérat, Stéphane; Malgras, Brice; Petit, Ludovic; Queran, Xavier; Bay, Christian; Boutonnet, Mathieu; Jault, Patrick; Ausset, Sylvain; Auroy, Yves; Perez, Jean Paul; Tesnière, Antoine; Pons, François; Mignon, Alexandre

2016-05-18

The French Military Health Service has standardized its military prehospital care policy in a ''Sauvetage au Combat'' (SC) program (Forward Combat Casualty Care). A major part of the SC training program relies on simulations, which are challenging and costly when dealing with more than 80,000 soldiers. In 2014, the French Military Health Service decided to develop and deploy 3D-SC1, a serious game (SG) intended to train and assess soldiers managing the early steps of SC. The purpose of this paper is to describe the creation and production of 3D-SC1 and to present its deployment. A group of 10 experts and the Paris Descartes University Medical Simulation Department spin-off, Medusims, coproduced 3D-SC1. Medusims are virtual medical experiences using 3D real-time videogame technology (creation of an environment and avatars in different scenarios) designed for educational purposes (training and assessment) to simulate medical situations. These virtual situations have been created based on real cases and tested on mannequins by experts. Trainees are asked to manage specific situations according to best practices recommended by SC, and receive a score and a personalized feedback regarding their performance. The scenario simulated in the SG is an attack on a patrol of 3 soldiers with an improvised explosive device explosion as a result of which one soldier dies, one soldier is slightly stunned, and the third soldier experiences a leg amputation and other injuries. This scenario was first tested with mannequins in military simulation centers, before being transformed into a virtual 3D real-time scenario using a multi-support, multi-operating system platform, Unity. Processes of gamification and scoring were applied, with 2 levels of difficulty. A personalized debriefing was integrated at the end of the simulations. The design and production of the SG took 9 months. The deployment, performed in 3 months, has reached 84 of 96 (88%) French Army units, with a total of 818 hours of connection in the first 3 months. The development of 3D-SC1 involved a collaborative platform with interdisciplinary actors from the French Health Service, a university, and videogame industry. Training each French soldier with simulation exercises and mannequins is challenging and costly. Implementation of SGs into the training program could offer a unique opportunity at a lower cost to improve training and subsequently the real-time performance of soldiers when managing combat casualties; ideally, these should be combined with physical simulations.

Effects of action video game training on visual working memory.

PubMed

Blacker, Kara J; Curby, Kim M; Klobusicky, Elizabeth; Chein, Jason M

2014-10-01

The ability to hold visual information in mind over a brief delay is critical for acquiring information and navigating a complex visual world. Despite the ubiquitous nature of visual working memory (VWM) in our everyday lives, this system is fundamentally limited in capacity. Therefore, the potential to improve VWM through training is a growing area of research. An emerging body of literature suggests that extensive experience playing action video games yields a myriad of perceptual and attentional benefits. Several lines of converging work suggest that action video game play may influence VWM as well. The current study utilized a training paradigm to examine whether action video games cause improvements to the quantity and/or the quality of information stored in VWM. The results suggest that VWM capacity, as measured by a change detection task, is increased after action video game training, as compared with training on a control game, and that some improvement to VWM precision occurs with action game training as well. However, these findings do not appear to extend to a complex span measure of VWM, which is often thought to tap into higher-order executive skills. The VWM improvements seen in individuals trained on an action video game cannot be accounted for by differences in motivation or engagement, differential expectations, or baseline differences in demographics as compared with the control group used. In sum, action video game training represents a potentially unique and engaging platform by which this severely capacity-limited VWM system might be enhanced.

Stay Alive--Simulation for Situational Safety Awareness

NASA Technical Reports Server (NTRS)

Ruder, Michelle

2008-01-01

STAY ALIVE is an idea for a safety awareness simulation prototype, powered by gaming technology, that would make safety training enlightening, engaging and fun. Recalling initial instructions and using situational awareness principles, participants would escape a fire by choosing the appropriate door. Escape times would be measured while stressors increased. This presentation describes how STAY ALIVE utilizes first person point of view (PoV), a generic scenario, immersion- and presence-enhancing design, and ease of distribution to provide more people opportunity to realize, review, analyze and practice effective awareness behaviors. The goals for this prototype include facilitating interest in first-person PoV safety training and eliciting further suggestions on prevention technologies.

General surgery training and robotics: Are residents improving their skills?

PubMed

Finnerty, Brendan M; Afaneh, Cheguevara; Aronova, Anna; Fahey, Thomas J; Zarnegar, Rasa

2016-02-01

While robotic-assisted operations have become more prevalent, many general surgery residencies do not have a formal robotic training curriculum. We sought to ascertain how well current general surgery training permits acquisition of robotic skills by comparing robotic simulation performance across various training levels. Thirty-six participants were categorized by level of surgical training: eight medical students (MS), ten junior residents (JR), ten mid-level residents (MLR), and eight senior residents (SR). Participants performed three simulation tasks on the da Vinci (®) Skills Simulator (MatchBoard, EnergyDissection, SutureSponge). Each task's scores (0-100) and cumulative scores (0-300) were compared between groups. There were no differences in sex, hand dominance, video gaming history, or prior robotic experience between groups; however, SR was the oldest (p < 0.001). The median overall scores did not differ: 188 (84-201) for MS, 183 (91-234) for JR, 197 (153-218) for MLR, and 205 (169-229) for SR (p = 0.14). The median SutureSponge score was highest for SR (61, range 39-81) compared to MS (43, range 26-61), JR (43, range 11-72), and MLR (55, range 36-68) (p = 0.039). However, there were no significant differences in MatchBoard (p = 0.27) or EnergyDissection (p = 0.99) scores between groups. There was a positive correlation between SutureSponge score and number of laparoscopic cases logged (p = 0.005, r(2) = 0.21), but this correlation did not exist for the MatchBoard or EnergyDissection tasks. Lastly, there was no correlation between total lifetime hours of video gaming and overall score (p = 0.89, R(2) = 0.0006). Robotic skillsets acquired during general surgery residency show minimal improvement during the course of training, although laparoscopic experience is correlated with advanced robotic task performance. Changes in residency curricula or pursuit of fellowship training may be warranted for surgeons seeking proficiency.

Video game training to improve selective visual attention in older adults

PubMed Central

Belchior, Patrícia; Marsiske, Michael; Sisco, Shannon M.; Yam, Anna; Bavelier, Daphne; Ball, Karlene; Mann, William C.

2013-01-01

The current study investigated the effect of video game training on older adult’s useful field of view performance (the UFOV® test). Fifty-eight older adult participants were randomized to receive practice with the target action game (Medal of Honor), a placebo control arcade game (Tetris), a clinically validated UFOV training program, or into a no contact control group. Examining pretest–posttest change in selective visual attention, the UFOV improved significantly more than the game groups; all three intervention groups improved significantly more than no-contact controls. There was a lack of difference between the two game conditions, differing from findings with younger adults. Discussion considers whether games posing less challenge might still be effective interventions for elders, and whether optimal training dosages should be higher. PMID:24003265

Team Training for Command and Control Systems. Volume IV. Recommendations for Simulation Facility.

DTIC Science & Technology

1982-04-01

free - play war gaming exercises. The tactical situation models should allow the researcher to specify certain relevant environmental conditions: weather...emphasizes dynamic free - play and task-oriented responses. The individualized CBT exercises would not necessarily replace or even reduce the amount of time...intercept exercises and bump-heads free - play , but they cannot currently be used to simulate larger-scale, two-sided, free - play engagements. 69 . All

Exploring Elements of Fun to Motivate Youth to Do Cognitive Bias Modification.

PubMed

Boendermaker, Wouter J; Boffo, Marilisa; Wiers, Reinout W

2015-12-01

Heavy drinking among young adults poses severe health risks, including development of later addiction problems. Cognitive retraining of automatic appetitive processes related to alcohol (so-called cognitive bias modification [CBM]) may help to prevent escalation of use. Although effective as a treatment in clinical patients, the use of CBM in youth proves more difficult, as motivation in this group is typically low, and the paradigms used are often viewed as boring and tedious. This article presents two separate studies that focused on three approaches that may enhance user experience and motivation to train: a serious game, a serious game in a social networking context, and a mobile application. In the Game Study, 77 participants performed a regular CBM training, aimed at response matching, a gamified version, or a placebo version of that training. The gamified version was presented as a stand-alone game or in the context of a social network. In the Mobile Study, 64 participants completed a different CBM training, aimed at approach bias, either on a computer or on their mobile device. Although no training effects were found in the Game Study, adding (social) game elements did increase aspects of the user experience and motivation to train. The mobile training appeared to increase motivation to train in terms how often participants trained, but this effect disappeared after controlling for baseline motivation to train. Adding (social) game elements can increase motivation to train, and mobile training did not underperform compared with the regular training in this sample, which warrants more research into motivational elements for CBM training in younger audiences.

Music Games: Potential Application and Considerations for Rhythmic Training

PubMed Central

Bégel, Valentin; Di Loreto, Ines; Seilles, Antoine; Dalla Bella, Simone

2017-01-01

Rhythmic skills are natural and widespread in the general population. The majority can track the beat of music and move along with it. These abilities are meaningful from a cognitive standpoint given their tight links with prominent motor and cognitive functions such as language and memory. When rhythmic skills are challenged by brain damage or neurodevelopmental disorders, remediation strategies based on rhythm can be considered. For example, rhythmic training can be used to improve motor performance (e.g., gait) as well as cognitive and language skills. Here, we review the games readily available in the market and assess whether they are well-suited for rhythmic training. Games that train rhythm skills may serve as useful tools for retraining motor and cognitive functions in patients with motor or neurodevelopmental disorders (e.g., Parkinson’s disease, dyslexia, or ADHD). Our criteria were the peripheral used to capture and record the response, the type of response and the output measure. None of the existing games provides sufficient temporal precision in stimulus presentation and/or data acquisition. In addition, games do not train selectively rhythmic skills. Hence, the available music games, in their present form, are not satisfying for training rhythmic skills. Yet, some features such as the device used, the interface or the game scenario provide good indications for devising efficient training protocols. Guidelines are provided for devising serious music games targeting rhythmic training in the future. PMID:28611610

Music Games: Potential Application and Considerations for Rhythmic Training.

PubMed

Bégel, Valentin; Di Loreto, Ines; Seilles, Antoine; Dalla Bella, Simone

2017-01-01

Rhythmic skills are natural and widespread in the general population. The majority can track the beat of music and move along with it. These abilities are meaningful from a cognitive standpoint given their tight links with prominent motor and cognitive functions such as language and memory. When rhythmic skills are challenged by brain damage or neurodevelopmental disorders, remediation strategies based on rhythm can be considered. For example, rhythmic training can be used to improve motor performance (e.g., gait) as well as cognitive and language skills. Here, we review the games readily available in the market and assess whether they are well-suited for rhythmic training. Games that train rhythm skills may serve as useful tools for retraining motor and cognitive functions in patients with motor or neurodevelopmental disorders (e.g., Parkinson's disease, dyslexia, or ADHD). Our criteria were the peripheral used to capture and record the response, the type of response and the output measure. None of the existing games provides sufficient temporal precision in stimulus presentation and/or data acquisition. In addition, games do not train selectively rhythmic skills. Hence, the available music games, in their present form, are not satisfying for training rhythmic skills. Yet, some features such as the device used, the interface or the game scenario provide good indications for devising efficient training protocols. Guidelines are provided for devising serious music games targeting rhythmic training in the future.

Using immersive simulation for training first responders for mass casualty incidents.

PubMed

Wilkerson, William; Avstreih, Dan; Gruppen, Larry; Beier, Klaus-Peter; Woolliscroft, James

2008-11-01

A descriptive study was performed to better understand the possible utility of immersive virtual reality simulation for training first responders in a mass casualty event. Utilizing a virtual reality cave automatic virtual environment (CAVE) and high-fidelity human patient simulator (HPS), a group of experts modeled a football stadium that experienced a terrorist explosion during a football game. Avatars (virtual patients) were developed by expert consensus that demonstrated a spectrum of injuries ranging from death to minor lacerations. A group of paramedics was assessed by observation for decisions made and action taken. A critical action checklist was created and used for direct observation and viewing videotaped recordings. Of the 12 participants, only 35.7% identified the type of incident they encountered. None identified a secondary device that was easily visible. All participants were enthusiastic about the simulation and provided valuable comments and insights. Learner feedback and expert performance review suggests that immersive training in a virtual environment has the potential to be a powerful tool to train first responders for high-acuity, low-frequency events, such as a terrorist attack.

The Implementation and Evaluation of Teacher Training in Gaming Instruction for Secondary Science: An Action Research Project

ERIC Educational Resources Information Center

Sanders, Veronica

2016-01-01

This study implemented and evaluated gaming instruction as a professional development for science teachers at a Georgia high school. It was guided by four research questions that (a) assessed the impact of training in gaming instruction and evaluation of that training on science teachers' ability to use games; (b) examined evidence showing that…

A Video Game for Cyber Security Training and Awareness

DTIC Science & Technology

2006-01-01

potentially mundane. Video games have been proposed as an engaging training vehicle (Prenski, 2001). Here we describe a video game-like tool called Cyber- CIEGE...formation assurance, and information assurance technolo- gists with little background in video games . Early focus was on establishing a language that... video games or adventure games appear more inclined to explorethe game, sometimes proceeding beyond the simple aware- ness scenarios into more

Video game training does not enhance cognitive ability: A comprehensive meta-analytic investigation.

PubMed

Sala, Giovanni; Tatlidil, K Semir; Gobet, Fernand

2018-02-01

As a result of considerable potential scientific and societal implications, the possibility of enhancing cognitive ability by training has been one of the most influential topics of cognitive psychology in the last two decades. However, substantial research into the psychology of expertise and a recent series of meta-analytic reviews have suggested that various types of cognitive training (e.g., working memory training) benefit performance only in the trained tasks. The lack of skill generalization from one domain to different ones-that is, far transfer-has been documented in various fields of research such as working memory training, music, brain training, and chess. Video game training is another activity that has been claimed by many researchers to foster a broad range of cognitive abilities such as visual processing, attention, spatial ability, and cognitive control. We tested these claims with three random-effects meta-analytic models. The first meta-analysis (k = 310) examined the correlation between video game skill and cognitive ability. The second meta-analysis (k = 315) dealt with the differences between video game players and nonplayers in cognitive ability. The third meta-analysis (k = 359) investigated the effects of video game training on participants' cognitive ability. Small or null overall effect sizes were found in all three models. These outcomes show that overall cognitive ability and video game skill are only weakly related. Importantly, we found no evidence of a causal relationship between playing video games and enhanced cognitive ability. Video game training thus represents no exception to the general difficulty of obtaining far transfer. (PsycINFO Database Record (c) 2018 APA, all rights reserved).

Developing Self-Management and Teamwork Using Digital Games in 3D Simulations

ERIC Educational Resources Information Center

Cela-Ranilla, Jose M.; Esteve-Mon, Francesc M.; Esteve-González, Vanessa; Gisbert-Cervera, Merce

2014-01-01

Emerging technologies are providing opportunities for designing new learning environments, especially environments in which students can learn by putting their skills into practice. Knowledge about the development of these experiences needs to be accumulated and processed so that they can be integrated effectively into training programmes. In this…

Differential effect of motivational features on training improvements in school-based cognitive training

PubMed Central

Katz, Benjamin; Jaeggi, Susanne; Buschkuehl, Martin; Stegman, Alyse; Shah, Priti

2014-01-01

Cognitive training often utilizes game-like motivational features to keep participants engaged. It is unclear how these elements, such as feedback, reward, and theming impact player performance during training. Recent research suggests that motivation and engagement are closely related to improvements following cognitive training. We hypothesized that training paradigms featuring game-like motivational elements would be more effective than a version with no motivational elements. Five distinct motivational features were chosen for examination: a real-time scoring system, theme changes, prizes, end-of-session certificates, and scaffolding to explain the lives and leveling system included in the game. One version of the game was created with all these motivational elements included, and one was created with all of them removed. Other versions removed a single element at a time. Seven versions of a game-like n-back working memory task were then created and administered to 128 students in second through eight grade at school-based summer camps in southeastern Michigan. The inclusion of real-time scoring during play, a popular motivational component in both entertainment games and cognitive training, was found to negatively impact training improvements over the three day period. Surprisingly, scaffolding to explain lives and levels also negatively impacted training gains. The other game adjustments did not significantly impact training improvement compared to the original version of the game with all features included. These findings are preliminary and are limited by both the small sample size and the brevity of the intervention. Nonetheless, these findings suggest that certain motivational elements may distract from the core cognitive training task, reducing task improvement, especially at the initial stage of learning. PMID:24795603

Motor learning, retention and transfer after virtual-reality-based training in Parkinson's disease--effect of motor and cognitive demands of games: a longitudinal, controlled clinical study.

PubMed

dos Santos Mendes, Felipe Augusto; Pompeu, José Eduardo; Modenesi Lobo, Alexandra; Guedes da Silva, Keyte; Oliveira, Tatiana de Paula; Peterson Zomignani, Andrea; Pimentel Piemonte, Maria Elisa

2012-09-01

To evaluate the learning, retention and transfer of performance improvements after Nintendo Wii Fit™ training in patients with Parkinson's disease and healthy elderly people. Longitudinal, controlled clinical study. Sixteen patients with early-stage Parkinson's disease and 11 healthy elderly people. Warm-up exercises and Wii Fit training that involved training motor (shifts centre of gravity and step alternation) and cognitive skills. A follow-up evaluative Wii Fit session was held 60 days after the end of training. Participants performed a functional reach test before and after training as a measure of learning transfer. Learning and retention were determined based on the scores of 10 Wii Fit games over eight sessions. Transfer of learning was assessed after training using the functional reach test. Patients with Parkinson's disease showed no deficit in learning or retention on seven of the 10 games, despite showing poorer performance on five games compared with the healthy elderly group. Patients with Parkinson's disease showed marked learning deficits on three other games, independent of poorer initial performance. This deficit appears to be associated with cognitive demands of the games which require decision-making, response inhibition, divided attention and working memory. Finally, patients with Parkinson's disease were able to transfer motor ability trained on the games to a similar untrained task. The ability of patients with Parkinson's disease to learn, retain and transfer performance improvements after training on the Nintendo Wii Fit depends largely on the demands, particularly cognitive demands, of the games involved, reiterating the importance of game selection for rehabilitation purposes. Copyright © 2012 Chartered Society of Physiotherapy. Published by Elsevier Ltd. All rights reserved.

Brain Training with Video Games in Covert Hepatic Encephalopathy.

PubMed

Bajaj, Jasmohan S; Ahluwalia, Vishwadeep; Thacker, Leroy R; Fagan, Andrew; Gavis, Edith A; Lennon, Michael; Heuman, Douglas M; Fuchs, Michael; Wade, James B

2017-02-01

Despite the associated adverse outcomes, pharmacologic intervention for covert hepatic encephalopathy (CHE) is not the standard of care. We hypothesized that a video game-based rehabilitation program would improve white matter integrity and brain connectivity in the visuospatial network on brain magnetic resonance imaging (MRI), resulting in improved cognitive function in CHE subjects on measures consistent with the cognitive skill set emphasized by the two video games (e.g., IQ Boost-visual working memory, and Aim and Fire Challenge-psychomotor speed), but also generalize to thinking skills beyond the focus of the cognitive training (Hopkins verbal learning test (HVLT)-verbal learning/memory) and improve their health-related quality of life (HRQOL). The trial included three phases over 8 weeks; during the learning phase (cognitive tests administered twice over 2 weeks without intervening intervention), training phase (daily video game training for 4 weeks), and post-training phase (testing 2 weeks after the video game training ended). Thirty CHE patients completed all visits with significant daily achievement on the video games. In a subset of 13 subjects that underwent brain MRI, there was a significant decrease in fractional anisotropy, and increased radial diffusivity (suggesting axonal sprouting or increased cross-fiber formation) involving similar brain regions (i.e., corpus callosum, internal capsule, and sections of the corticospinal tract) and improvement in the visuospatial resting-state connectivity corresponding to the video game training domains. No significant corresponding improvement in HRQOL or HVLT performance was noted, but cognitive performance did transiently improve on cognitive tests similar to the video games during training. Although multimodal brain imaging changes suggest reductions in tract edema and improved neural network connectivity, this trial of video game brain training did not improve the HRQOL or produce lasting improvement in cognitive function in patients with CHE.

The Design and Development of a Computerized Attention-Training Game System for School-Aged Children

ERIC Educational Resources Information Center

Wang, Tsui-Ying; Huang, Ho-Chuan

2013-01-01

A computerized attention-training game system has been developed to support attention training for school-aged children. The present system offers various types of computer games that provide training in different aspects of attention, such as selective attention, sustained attention, and divided attention. The N-tier architecture of the Web-based…

The Effectiveness of Instructional Games: A Literature Review and Discussion

DTIC Science & Technology

2005-11-01

1989) conducted surveys of training managers, businesses, and business schools on their use of games. Of the 223 training managers who responded, 54.7...games and 1,700 four-year business schools used games in their programs. Wolfe (1997) observed that by 1974 hundreds of articles on business gaming had

Social Studies and the Elementary Teacher: Tin Lizzies, Gold Mining Camps, Caribou Hunts, and Sailing

ERIC Educational Resources Information Center

Joyce, William W., Ed.

1974-01-01

An argument for simulation games in elementary education, instructional problems related to homemade adapted, and prepackaged games, research results on gaming with 8-year-olds, simulation games for middle schools, and an annotated bibliography on published simulation games offer answers to most questions on simulation games. (KM)

Decrements in knee extensor and flexor strength are associated with performance fatigue during simulated basketball game-play in adolescent, male players.

PubMed

Scanlan, Aaron T; Fox, Jordan L; Borges, Nattai R; Delextrat, Anne; Spiteri, Tania; Dalbo, Vincent J; Stanton, Robert; Kean, Crystal O

2018-04-01

This study quantified lower-limb strength decrements and assessed the relationships between strength decrements and performance fatigue during simulated basketball. Ten adolescent, male basketball players completed a circuit-based, basketball simulation. Sprint and jump performance were assessed during each circuit, with knee flexion and extension peak concentric torques measured at baseline, half-time, and full-time. Decrement scores were calculated for all measures. Mean knee flexor strength decrement was significantly (P < 0.05) related to sprint fatigue in the first half (R = 0.65), with dominant knee flexor strength (R = 0.67) and dominant flexor:extensor strength ratio (R = 0.77) decrement significantly (P < 0.05) associated with sprint decrement across the entire game. Mean knee extensor strength (R = 0.71), dominant knee flexor strength (R = 0.80), non-dominant knee flexor strength (R = 0.75), mean knee flexor strength (R = 0.81), non-dominant flexor:extensor strength ratio (R = 0.71), and mean flexor:extensor strength ratio (R = 0.70) decrement measures significantly (P < 0.05) influenced jump fatigue during the entire game. Lower-limb strength decrements may exert an important influence on performance fatigue during basketball activity in adolescent, male players. Consequently, training plans should aim to mitigate lower-limb fatigue to optimise sprint and jump performance during game-play.

Older adults' engagement with a video game training program.

PubMed

Belchior, Patrícia; Marsiske, Michael; Sisco, Shannon; Yam, Anna; Mann, William

2012-12-19

The current study investigated older adults' level of engagement with a video game training program. Engagement was measured using the concept of Flow (Csikszentmihalyi, 1975). Forty-five older adults were randomized to receive practice with an action game ( Medal of Honor ), a puzzle-like game ( Tetris ), or a gold-standard Useful Field of View (UFOV) training program. Both Medal of Honor and Tetris participants reported significantly higher Flow ratings at the conclusion, relative to the onset of training. Participants are more engaged in games that can be adjusted to their skill levels and that provide incremental levels of difficulty. This finding was consistent with the Flow theory (Csikszentmihalyi, 1975).

Computerized tabletop games as a form of a video game training for old-old.

PubMed

Cujzek, Marina; Vranic, Andrea

2017-11-01

This research aimed at investigating the utility of a computerized version of a cognitively stimulating activity as a video game intervention for elderly. The study focused on the effect of a 6-week extensive practice intervention on aspects of cognitive functioning (vigilance, working memory (WM), inhibition, reasoning) of old-old participants (N = 29), randomly assigned to trained or active control group. The difference between groups was in the content of the extended video game practice - cognitively complex card game for trained and computerized version of a simple dice-game of chance for control participants. A pretest, posttest and a 4-month follow-up measurement was conducted. Results revealed improvements in both groups, except for improved reasoning found only in trained participants. These results suggest that: (1) improvements are dependent on the complexity of the program, (2) cognitively stimulating activity are a valid training procedure for old-old, (3) novelty of computer use is an important factor in determining training efficacy.

Theater-Level Gaming and Analysis Workshop for Force Planning. Volume II. Summary, Discussion of Issues and Requirements for Research. September 27- 29, 1977, Held at Xerox International Center for Training and Management Development, Leesburg, Virginia

DTIC Science & Technology

1981-05-01

be allocated to targets on the battlefield and in the rear area. The speaker describes the VECTOR I/NUCLEAR model, a combination of the UNICORN target...outlined. UNICORN is compatible with VECTOR 1 in level of detail. It is an expected value damage model and uses linear programming to optimize the...and a growing appreciation for the power of simulation in addressing large, complex problems, it was only a few short years before these games had

Games and Simulations in the Community College Classroom.

ERIC Educational Resources Information Center

Butler, J. Thomas

This discussion of the use of games and simulations in instruction includes a number of examples of activities that can be used in the community college classroom. Section I assesses the value of games and simulations as an approach to learning; defines games, simulations, and non-simulation games; considers the advantages and disadvantages of the…

Simulation Gaming: A New Teaching Strategy in Nursing Education

ERIC Educational Resources Information Center

Clark, Carolyn Chambers

1976-01-01

Defines simulation gaming and differentiates it from role playing. The author suggests that educators need to be aware of its advantages and disadvantages and to know how to evaluate the potential effectiveness of a particular simulation game. An example simulation game is provided, with guidelines for developing more simulation games in nursing.…

The impact of video games on training surgeons in the 21st century.

PubMed

Rosser, James C; Lynch, Paul J; Cuddihy, Laurie; Gentile, Douglas A; Klonsky, Jonathan; Merrell, Ronald

2007-02-01

Video games have become extensively integrated into popular culture. Anecdotal observations of young surgeons suggest that video game play contributes to performance excellence in laparoscopic surgery. Training benefits for surgeons who play video games should be quantifiable. There is a potential link between video game play and laparoscopic surgical skill and suturing. Cross-sectional analysis of the performance of surgical residents and attending physicians participating in the Rosser Top Gun Laparoscopic Skills and Suturing Program (Top Gun). Three different video game exercises were performed, and surveys were completed to assess past experience with video games and current level of play, and each subject's level of surgical training, number of laparoscopic cases performed, and number of years in medical practice. Academic medical center and surgical training program. Thirty-three residents and attending physicians participating in Top Gun from May 10 to August 24, 2002. The primary outcome measures were compared between participants' laparoscopic skills and suturing capability, video game scores, and video game experience. Past video game play in excess of 3 h/wk correlated with 37% fewer errors (P<.02) and 27% faster completion (P<.03). Overall Top Gun score (time and errors) was 33% better (P<.005) for video game players and 42% better (P<.01) if they played more than 3 h/wk. Current video game players made 32% fewer errors (P=.04), performed 24% faster (P<.04), and scored 26% better overall (time and errors) (P<.005) than their nonplaying colleagues. When comparing demonstrated video gaming skills, those in the top tertile made 47% fewer errors, performed 39% faster, and scored 41% better (P<.001 for all) on the overall Top Gun score. Regression analysis also indicated that video game skill and past video game experience are significant predictors of demonstrated laparoscopic skills. Video game skill correlates with laparoscopic surgical skills. Training curricula that include video games may help thin the technical interface between surgeons and screen-mediated applications, such as laparoscopic surgery. Video games may be a practical teaching tool to help train surgeons.

Enhancing Soldier-Centered Learning with Emerging Training Technologies and Integrated Assessments

DTIC Science & Technology

2013-12-01

classroom and game -based training platform. The mobile training focuses on declarative knowledge and covers basic terminology and principles for...International, has over 20 years of experience in instructional design with focus on game -based training for Defense-related projects. Jessie Hyland...training content, which teaches Soldiers how to operate a common piece of signal equipment, is delivered via a mobile device, virtual classroom and game

The Sound Games: Introducing Gamification into Stanford's Orientation on Emergency Ultrasound.

PubMed

Lobo, Viveta; Stromberg, Andrew Q; Rosston, Peter

2017-09-18

Point-of-care ultrasound is a critical component of graduate medical training in emergency medicine. Innovation in ultrasound teaching methods is greatly needed to keep up with a changing medical landscape. A field-wide trend promoting simulation and technology-enhanced learning is underway in an effort to improve patient care, as well as patient safety. In an effort to both motivate students and increase their skill retention, training methods are shifting towards a friendly competition model and are gaining popularity nationwide. In line with this emerging trend, Stanford incorporated the Sound Games - an educational ultrasound event with a distinctly competitive thread - within its existing two-day point-of-care ultrasound orientation course for emergency medicine interns. In this study, we demonstrate successful implementation of the orientation program, significant learning gains in participants, and overall student satisfaction with the course.

'Yes, but what about the Student?'.

PubMed

Schultz, C L

1984-02-01

Student evaluations of a simulated case conference in a rehabilitation setting were discussed and analysed, on the basis of the proposition that role-playing and simulated gaming are educational techniques of value in the training of health professionals. Eighteen fourth-year physiotherapy students responded positively in terms of insights gained from participation in a simulated group exercise. Students expressed interest in similar exercises to enable them to gain further insights into specific situations of relevance to their future professional lives. Copyright © 1983 Australian Physiotherapy Association. Published by . All rights reserved.

Correlation of Objective Assessment Data With General Surgery Resident In-Training Evaluation Reports and Operative Volumes.

PubMed

Abdelsattar, Jad M; AlJamal, Yazan N; Ruparel, Raaj K; Rowse, Phillip G; Heller, Stephanie F; Farley, David R

2018-05-14

Faculty evaluations, ABSITE scores, and operative case volumes often tell little about true resident performance. We developed an objective structured clinical examination called the Surgical X-Games (5 rooms, 15 minutes each, 12-15 tests total, different for each postgraduate [PGY] level). We hypothesized that performance in X-Games will prove more useful in identifying areas of strength or weakness among general surgery (GS) residents than faculty evaluations, ABSITE scores, or operative cases volumes. PGY 2 to 5 GS residents (n = 35) were tested in a semiannual X-Games assessment using multiple simulation tasks: laparoscopic skills, bowel anastomosis, CT/CXR analysis, chest tube placement, etc. over 1 academic year. Resident scores were compared to their ABSITE, in-training evaluation reports, and operating room case numbers. Academic medical center. PGY-2, 3, 4, and 5 GS residents at Mayo Clinic in Rochester, MN. Results varied greatly within each class except for staff evaluations: in-training evaluation reports medians for PGY-2s were 5.3 (range: 5.0-6.0), PGY-3s 5.9 (5.5-6.3), PGY-4s 5.6 (5.0-6.0), and PGY-5s were 6.1 (5.6-6.9). Although ABSITE and operating room case volumes fluctated greatly with each PGY class, only X-Games scores (median: PGY-2 = 82, PGY-3 = 61, PGY-4 = 76, and PGY-5 = 60) correlated positively (p < 0.05) with operative case volume and negatively (p < 0.05) with staff evaluations. X-Games assessment generated wide differentiation of resident performance quickly, inexpensively, and objectively. Although "Minnesota-nice" surgical staff may feel all GS trainees are "above average," objective assessment tells us otherwise. Copyright © 2018 Association of Program Directors in Surgery. Published by Elsevier Inc. All rights reserved.

High-Intensity Small-Sided Games versus Repeated Sprint Training in Junior Soccer Players.

PubMed

Eniseler, Niyazi; Şahan, Çağatay; Özcan, Ilker; Dinler, Kıvanç

2017-12-01

The aim of this study was to compare the effects of high-intensity small-sided games training (SSGT) versus repeated-sprint training (RST) on repeated-sprint ability (RSA), soccer specific endurance performance and short passing ability among junior soccer players. The junior soccer players were recruited from of a professional team (age 16.9 ± 1.1 years). The tests included the repeated-shuttle-sprint ability test (RSSAT), Yo-Yo Intermittent Recovery Test level 1 (Yo-Yo IR1) and Loughborough Soccer Passing Test (LSPT). Nineteen participants were randomly assigned to either the small-sided games training (SSGTG) (n = 10) or repeated-sprint training group (RSTG) (n = 9). Small-sided games or repeated-sprint training were added to the regular training sessions for two days of the regular practice week. The Wilcoxon signed-rank and Mann-Whitney U tests were used to examine differences in groups and training effects. A time x training group effect was found in the improvement of short-passing ability for the smallsided games training group which showed significantly better scores than the repeated-sprint training group (p ≤ 0.05). Both groups showed similar improvements in RSAdecrement (p < 0.05). Only the repeated-sprint training group improved in the Yo-Yo IR1 (p < 0.05). This study clearly shows that high-intensity small-sided games training can be used as an effective training mode to enhance both repeated sprint ability and short-passing ability.

High-Intensity Small-Sided Games versus Repeated Sprint Training in Junior Soccer Players

PubMed Central

Şahan, Çağatay; Özcan, Ilker; Dinler, Kıvanç

2017-01-01

Abstract The aim of this study was to compare the effects of high-intensity small-sided games training (SSGT) versus repeated-sprint training (RST) on repeated-sprint ability (RSA), soccer specific endurance performance and short passing ability among junior soccer players. The junior soccer players were recruited from of a professional team (age 16.9 ± 1.1 years). The tests included the repeated-shuttle-sprint ability test (RSSAT), Yo-Yo Intermittent Recovery Test level 1 (Yo-Yo IR1) and Loughborough Soccer Passing Test (LSPT). Nineteen participants were randomly assigned to either the small-sided games training (SSGTG) (n = 10) or repeated-sprint training group (RSTG) (n = 9). Small-sided games or repeated-sprint training were added to the regular training sessions for two days of the regular practice week. The Wilcoxon signed-rank and Mann-Whitney U tests were used to examine differences in groups and training effects. A time x training group effect was found in the improvement of short-passing ability for the smallsided games training group which showed significantly better scores than the repeated-sprint training group (p ≤ 0.05). Both groups showed similar improvements in RSAdecrement (p < 0.05). Only the repeated-sprint training group improved in the Yo-Yo IR1 (p < 0.05). This study clearly shows that high-intensity small-sided games training can be used as an effective training mode to enhance both repeated sprint ability and short-passing ability. PMID:29339990

The Emergence of Simulation and Gaming.

ERIC Educational Resources Information Center

Becker, Henk A.

1980-01-01

Describes the historical and international development of simulation and gaming in terms of simulation as analytical models, and games as communicative models; and forecasts possible futures of simulation and gaming. (CMV)

Impact of video games on plasticity of the hippocampus.

PubMed

West, G L; Konishi, K; Diarra, M; Benady-Chorney, J; Drisdelle, B L; Dahmani, L; Sodums, D J; Lepore, F; Jolicoeur, P; Bohbot, V D

2017-08-08

The hippocampus is critical to healthy cognition, yet results in the current study show that action video game players have reduced grey matter within the hippocampus. A subsequent randomised longitudinal training experiment demonstrated that first-person shooting games reduce grey matter within the hippocampus in participants using non-spatial memory strategies. Conversely, participants who use hippocampus-dependent spatial strategies showed increased grey matter in the hippocampus after training. A control group that trained on 3D-platform games displayed growth in either the hippocampus or the functionally connected entorhinal cortex. A third study replicated the effect of action video game training on grey matter in the hippocampus. These results show that video games can be beneficial or detrimental to the hippocampal system depending on the navigation strategy that a person employs and the genre of the game.Molecular Psychiatry advance online publication, 8 August 2017; doi:10.1038/mp.2017.155.

Effects of Video Game Training on Behavioral and Electrophysiological Measures of Attention and Memory: Protocol for a Randomized Controlled Trial.

PubMed

Ballesteros, Soledad; Mayas, Julia; Ruiz-Marquez, Eloisa; Prieto, Antonio; Toril, Pilar; Ponce de Leon, Laura; de Ceballos, Maria L; Reales Avilés, José Manuel

2017-01-24

Neuroplasticity-based approaches seem to offer promising ways of maintaining cognitive health in older adults and postponing the onset of cognitive decline symptoms. Although previous research suggests that training can produce transfer effects, this study was designed to overcome some limitations of previous studies by incorporating an active control group and the assessment of training expectations. The main objectives of this study are (1) to evaluate the effects of a randomized computer-based intervention consisting of training older adults with nonaction video games on brain and cognitive functions that decline with age, including attention and spatial working memory, using behavioral measures and electrophysiological recordings (event-related potentials [ERPs]) just after training and after a 6-month no-contact period; (2) to explore whether motivation, engagement, or expectations might account for possible training-related improvements; and (3) to examine whether inflammatory mechanisms assessed with noninvasive measurement of C-reactive protein in saliva impair cognitive training-induced effects. A better understanding of these mechanisms could elucidate pathways that could be targeted in the future by either behavioral or neuropsychological interventions. A single-blinded randomized controlled trial with an experimental group and an active control group, pretest, posttest, and 6-month follow-up repeated measures design is used in this study. A total of 75 cognitively healthy older adults were randomly distributed into experimental and active control groups. Participants in the experimental group received 16 1-hour training sessions with cognitive nonaction video games selected from Lumosity, a commercial brain training package. The active control group received the same number of training sessions with The Sims and SimCity, a simulation strategy game. We have recruited participants, have conducted the training protocol and pretest assessments, and are currently conducting posttest evaluations. The study will conclude in the first semester of 2017. Data analysis will take place during 2017. The primary outcome is transfer of benefit from training to attention and working memory functions and the neural mechanisms underlying possible cognitive improvements. We expect that mental stimulation with video games will improve attention and memory both at the behavioral level and in ERP components promoting brain and mental health and extending independence among elderly people by avoiding the negative personal and economic consequences of long-term care. Clinicaltrials.gov NCT02796508; https://clinicaltrials.gov/ct2/show/NCT02796508 (archived by WebCite at http://www.webcitation.org/6nFeKeFNB). ©Soledad Ballesteros, Julia Mayas, Eloisa Ruiz-Marquez, Antonio Prieto, Pilar Toril, Laura Ponce de Leon, Maria L de Ceballos, José Manuel Reales Avilés. Originally published in JMIR Research Protocols (http://www.researchprotocols.org), 24.01.2017.

Energy cost and game flow of 5 exer-games in trained players.

PubMed

Bronner, Shaw; Pinsker, Russell; Noah, J Adam

2013-05-01

To determine energy expenditure and player experience in exer-games designed for novel platforms. Energy cost of 7 trained players was measured in 5 music-based exer-games. Participants answered a questionnaire about "game flow," experience of enjoyment, and immersion in game play. Energy expenditure during game play ranged from moderate to vigorous intensity (4 - 9 MET). Participant achieved highest MET levels and game flow while playing StepMania and lowest MET levels and game flow when playing Wii Just Dance 3(®) and Kinect Dance Central™. Game flow scores positively correlated with MET levels. Physiological measurement and game flow testing during game development may help to optimize exer-game player activity and experience.

Application of game-like simulations in the Spanish Transplant National Organization.

PubMed

Borro-Escribano, B; Martínez-Alpuente, I; Blanco, A Del; Torrente, J; Fernández-Manjón, B; Matesanz, R

2013-01-01

Twenty years ago, the Spanish National Transplant Organization (NTO) started a management and organizational system, known as the Spanish Model, that has allowed the NTO to occupy a privileged world position regarding deceased donation rates, which have been 33-35 donors per million population in recent years. One of the key elements of this model is its instructional approach. Two years ago, the NTO started the project "educ@nt" in close collaboration with the e-UCM research group of the University Complutense of Madrid to support and maximize its successful professional training system. As a result, 3 game-like simulations have been developed representing the different procedural steps of the suprahospital level of the transplantation process. These simulations represent the donor and organ evaluation, the allocation of organs applying the corresponding geographic and clinical criteria, and the logistics of transportation. Simulations are based on 10 representative teaching cases that help students become familiar with the most common cases arriving in the NTO. For the 2nd consecutive year, these simulations have been used in different courses around Spain. Copyright © 2013 Elsevier Inc. All rights reserved.

Game-Based Community Cognitive Health Intervention for Minority and Lower Socioeconomic Status Older Adults: A Feasibility Pilot Study.

PubMed

Overman, Amy A; Robbins, Ruth E

2014-10-01

The purpose of this pilot study was to investigate the feasibility of implementing a noncomputerized, game-based, community cognitive health intervention with minority and/or lower socioeconomic status (SES) older adults in order to improve cognitive performance and quality of life. Through partnerships with community organizations, we implemented an innovative pilot 10-week cognitive training intervention. Noncomputerized games were used to combine social interaction and cognitive training that challenged attentional and memory function for 1 hour each week over the span of 10 weeks. One game used in the intervention program was created by adapting a working memory training task into a fun and competitive card game; the other two games were commercially available. The intervention and pre/post assessments were able to be delivered in a community setting. Overall retention was satisfactory, but it dropped in later weeks of the intervention. Older adult participants reported enjoying the games and being invested in their performance. They also reported playing the games with family and friends at home. Older adult participants complied with game rules but were reluctant to comply with instructions to rotate game partners and game types. They preferred their first partners, and they preferred the card game over the existing commercial games. This intervention has the potential to improve quality of life and reduce disparities in cognitive health in older adults because it is an accessible game-based intervention program that motivates older adult participants to engage cognitively and to continue this engagement beyond the formal training sessions. However, in order to carry this out on a larger scale, particular attention must be paid to recruitment, retention, and training procedures. This article discusses the critical need for cognitive training interventions in minority and lower SES older adults, the intended benefits, and the best approaches to conducting this type of intervention.

Learning through Play for School Readiness: A Training Program for Parents and Other Caregivers of Preschool Children. Learning Games To Strengthen Children's School Readiness Skills. [Videotape with Facilitator's Manual].

ERIC Educational Resources Information Center

Singer, Jerome; Singer, Dorothy

This video-based program trains parents and other child caregivers to engage 3- to 5-year-olds in simple, motivating learning games to strengthen cognitive, social, and motor school-readiness skills. The training materials consist of a manual for training facilitators and a training video demonstrating how to play each learning game with preschool…

Development of an EMG-ACC-Based Upper Limb Rehabilitation Training System.

PubMed

Ling Liu; Xiang Chen; Zhiyuan Lu; Shuai Cao; De Wu; Xu Zhang

2017-03-01

This paper focuses on the development of an upper limb rehabilitation training system designed for use by children with cerebral palsy (CP). It attempts to meet the requirements of in-home training by taking advantage of the combination of portable accelerometers (ACC) and surface electromyography (SEMG) sensors worn on the upper limb to capture functional movements. In the proposed system, the EMG-ACC acquisition device works essentially as wireless game controller, and three rehabilitation games were designed for improving upper limb motor function under a clinician's guidance. The games were developed on the Android platform based on a physical engine called Box2D. The results of a system performance test demonstrated that the developed games can respond to the upper limb actions within 210 ms. Positive questionnaire feedbacks from twenty CP subjects who participated in the game test verified both the feasibility and usability of the system. Results of a long-term game training conducted with three CP subjects demonstrated that CP patients could improve in their game performance through repetitive training, and persistent training was needed to improve and enhance the rehabilitation effect. According to our experimental results, the novel multi-feedback SEMG-ACC-based user interface improved the users' initiative and performance in rehabilitation training.

Selling points: What cognitive abilities are tapped by casual video games?

PubMed Central

Baniqued, Pauline L.; Lee, Hyunkyu; Voss, Michelle W.; Basak, Chandramallika; Cosman, Joshua D.; DeSouza, Shanna; Severson, Joan; Salthouse, Timothy A.; Kramer, Arthur F.

2013-01-01

The idea that video games or computer-based applications can improve cognitive function has led to a proliferation of programs claiming to “train the brain.” However, there is often little scientific basis in the development of commercial training programs, and many research-based programs yield inconsistent or weak results. In this study, we sought to better understand the nature of cognitive abilities tapped by casual video games and thus reflect on their potential as a training tool. A moderately large sample of participants (n=209) played 20 web-based casual games and performed a battery of cognitive tasks. We used cognitive task analysis and multivariate statistical techniques to characterize the relationships between performance metrics. We validated the cognitive abilities measured in the task battery, examined a task analysis-based categorization of the casual games, and then characterized the relationship between game and task performance. We found that games categorized to tap working memory and reasoning were robustly related to performance on working memory and fluid intelligence tasks, with fluid intelligence best predicting scores on working memory and reasoning games. We discuss these results in the context of overlap in cognitive processes engaged by the cognitive tasks and casual games, and within the context of assessing near and far transfer. While this is not a training study, these findings provide a methodology to assess the validity of using certain games as training and assessment devices for specific cognitive abilities, and shed light on the mixed transfer results in the computer-based training literature. Moreover, the results can inform design of a more theoretically-driven and methodologically-sound cognitive training program. PMID:23246789

Selling points: What cognitive abilities are tapped by casual video games?

PubMed

Baniqued, Pauline L; Lee, Hyunkyu; Voss, Michelle W; Basak, Chandramallika; Cosman, Joshua D; Desouza, Shanna; Severson, Joan; Salthouse, Timothy A; Kramer, Arthur F

2013-01-01

The idea that video games or computer-based applications can improve cognitive function has led to a proliferation of programs claiming to "train the brain." However, there is often little scientific basis in the development of commercial training programs, and many research-based programs yield inconsistent or weak results. In this study, we sought to better understand the nature of cognitive abilities tapped by casual video games and thus reflect on their potential as a training tool. A moderately large sample of participants (n=209) played 20 web-based casual games and performed a battery of cognitive tasks. We used cognitive task analysis and multivariate statistical techniques to characterize the relationships between performance metrics. We validated the cognitive abilities measured in the task battery, examined a task analysis-based categorization of the casual games, and then characterized the relationship between game and task performance. We found that games categorized to tap working memory and reasoning were robustly related to performance on working memory and fluid intelligence tasks, with fluid intelligence best predicting scores on working memory and reasoning games. We discuss these results in the context of overlap in cognitive processes engaged by the cognitive tasks and casual games, and within the context of assessing near and far transfer. While this is not a training study, these findings provide a methodology to assess the validity of using certain games as training and assessment devices for specific cognitive abilities, and shed light on the mixed transfer results in the computer-based training literature. Moreover, the results can inform design of a more theoretically-driven and methodologically-sound cognitive training program. Copyright © 2012 Elsevier B.V. All rights reserved.

Quantification of training load during one-, two- and three-game week schedules in professional soccer players from the English Premier League: implications for carbohydrate periodisation.

PubMed

Anderson, Liam; Orme, Patrick; Di Michele, Rocco; Close, Graeme L; Morgans, Ryland; Drust, Barry; Morton, James P

2016-01-01

Muscle glycogen is the predominant energy source for soccer match play, though its importance for soccer training (where lower loads are observed) is not well known. In an attempt to better inform carbohydrate (CHO) guidelines, we quantified training load in English Premier League soccer players (n = 12) during a one-, two- and three-game week schedule (weekly training frequency was four, four and two, respectively). In a one-game week, training load was progressively reduced (P < 0.05) in 3 days prior to match day (total distance = 5223 ± 406, 3097 ± 149 and 2912 ± 192 m for day 1, 2 and 3, respectively). Whilst daily training load and periodisation was similar in the one- and two-game weeks, total accumulative distance (inclusive of both match and training load) was higher in a two-game week (32.5 ± 4.1 km) versus one-game week (25.9 ± 2 km). In contrast, daily training total distance was lower in the three-game week (2422 ± 251 m) versus the one- and two-game weeks, though accumulative weekly distance was highest in this week (35.5 ± 2.4 km) and more time (P < 0.05) was spent in speed zones >14.4 km · h(-1) (14%, 18% and 23% in the one-, two- and three-game weeks, respectively). Considering that high CHO availability improves physical match performance but high CHO availability attenuates molecular pathways regulating training adaptation (especially considering the low daily customary loads reported here, e.g., 3-5 km per day), we suggest daily CHO intake should be periodised according to weekly training and match schedules.

Foreign language learning in immersive virtual environments

NASA Astrophysics Data System (ADS)

Chang, Benjamin; Sheldon, Lee; Si, Mei; Hand, Anton

2012-03-01

Virtual reality has long been used for training simulations in fields from medicine to welding to vehicular operation, but simulations involving more complex cognitive skills present new design challenges. Foreign language learning, for example, is increasingly vital in the global economy, but computer-assisted education is still in its early stages. Immersive virtual reality is a promising avenue for language learning as a way of dynamically creating believable scenes for conversational training and role-play simulation. Visual immersion alone, however, only provides a starting point. We suggest that the addition of social interactions and motivated engagement through narrative gameplay can lead to truly effective language learning in virtual environments. In this paper, we describe the development of a novel application for teaching Mandarin using CAVE-like VR, physical props, human actors and intelligent virtual agents, all within a semester-long multiplayer mystery game. Students travel (virtually) to China on a class field trip, which soon becomes complicated with intrigue and mystery surrounding the lost manuscript of an early Chinese literary classic. Virtual reality environments such as the Forbidden City and a Beijing teahouse provide the setting for learning language, cultural traditions, and social customs, as well as the discovery of clues through conversation in Mandarin with characters in the game.

A methodological, task-based approach to Procedure-Specific Simulations training.

PubMed

Setty, Yaki; Salzman, Oren

2016-12-01

Procedure-Specific Simulations (PSS) are 3D realistic simulations that provide a platform to practice complete surgical procedures in a virtual-reality environment. While PSS have the potential to improve surgeons' proficiency, there are no existing standards or guidelines for PSS development in a structured manner. We employ a unique platform inspired by game design to develop virtual reality simulations in three dimensions of urethrovesical anastomosis during radical prostatectomy. 3D visualization is supported by a stereo vision, providing a fully realistic view of the simulation. The software can be executed for any robotic surgery platform. Specifically, we tested the simulation under windows environment on the RobotiX Mentor. Using urethrovesical anastomosis during radical prostatectomy simulation as a representative example, we present a task-based methodological approach to PSS training. The methodology provides tasks in increasing levels of difficulty from a novice level of basic anatomy identification, to an expert level that permits testing new surgical approaches. The modular methodology presented here can be easily extended to support more complex tasks. We foresee this methodology as a tool used to integrate PSS as a complementary training process for surgical procedures.

Quantifying Engagement: Measuring Player Involvement in Human-Avatar Interactions

PubMed Central

Norris, Anne E.; Weger, Harry; Bullinger, Cory; Bowers, Alyssa

2014-01-01

This research investigated the merits of using an established system for rating behavioral cues of involvement in human dyadic interactions (i.e., face-to-face conversation) to measure involvement in human-avatar interactions. Gameplay audio-video and self-report data from a Feasibility Trial and Free Choice study of an effective peer resistance skill building simulation game (DRAMA-RAMA™) were used to evaluate reliability and validity of the rating system when applied to human-avatar interactions. The Free Choice study used a revised game prototype that was altered to be more engaging. Both studies involved girls enrolled in a public middle school in Central Florida that served a predominately Hispanic (greater than 80%), low-income student population. Audio-video data were coded by two raters, trained in the rating system. Self-report data were generated using measures of perceived realism, predictability and flow administered immediately after game play. Hypotheses for reliability and validity were supported: Reliability values mirrored those found in the human dyadic interaction literature. Validity was supported by factor analysis, significantly higher levels of involvement in Free Choice as compared to Feasibility Trial players, and correlations between involvement dimension sub scores and self-report measures. Results have implications for the science of both skill-training intervention research and game design. PMID:24748718

Playing to your skills: a randomised controlled trial evaluating a dedicated video game for minimally invasive surgery.

PubMed

Harrington, Cuan M; Chaitanya, Vishwa; Dicker, Patrick; Traynor, Oscar; Kavanagh, Dara O

2018-02-14

Video gaming demands elements of visual attention, hand-eye coordination and depth perception which may be contiguous with laparoscopic skill development. General video gaming has demonstrated altered cortical plasticity and improved baseline/acquisition of minimally invasive skills. The present study aimed to evaluate for skill acquisition associated with a commercially available dedicated laparoscopic video game (Underground) and its unique (laparoscopic-like) controller for the Nintendo®Wii U™ console. This single-blinded randomised controlled study was conducted with laparoscopically naive student volunteers of limited (< 3 h/week) video gaming backgrounds. Baseline laparoscopic skills were assessed using four basic tasks on the Virtual Reality (VR) simulator (LAP Mentor TM , 3D systems, Colorado, USA). Twenty participants were randomised to two groups; Group A was requested to complete 5 h of video gaming (Underground) per week and Group B to avoid gaming beyond their normal frequency. After 4 weeks participants were reassessed using the same VR tasks. Changes in simulator performances were assessed for each group and for intergroup variances using mixed model regression. Significant inter- and intragroup performances were present for the video gaming and controls across four basic tasks. The video gaming group demonstrated significant improvements in thirty-one of the metrics examined including dominant (p ≤ 0.004) and non-dominant (p < 0.050) instrument movements, pathlengths (p ≤ 0.040), time taken (p ≤ 0.021) and end score [p ≤ 0.046, (task-dependent)]. The control group demonstrated improvements in fourteen measures. The video gaming group demonstrated significant (p < 0.05) improvements compared to the control in five metrics. Despite encouraged gameplay and the console in participants' domiciles, voluntary engagement was lower than directed due to factors including: game enjoyment (33.3%), lack of available time (22.2%) and entertainment distractions (11.1%). Our work revealed significant value in training using a dedicated laparoscopic video game for acquisition of virtual laparoscopic skills. This novel serious game may provide foundations for future surgical developments on game consoles in the home environment.

Prospects for Simulation and Gaming in Mathematics and Science Education

ERIC Educational Resources Information Center

Bloomer, Jacquetta

1974-01-01

The growth and potential of simulation and gaming techniques are examined in pure science, applied science and mathematics. The contribution of simulations, simulation games and non-simulation games are separately assessed with selective illustrations; in particular, indications for using simulated, as opposed to "live," experiments in science…

Virtual reality simulators: valuable surgical skills trainers or video games?

PubMed

Willis, Ross E; Gomez, Pedro Pablo; Ivatury, Srinivas J; Mitra, Hari S; Van Sickle, Kent R

2014-01-01

Virtual reality (VR) and physical model (PM) simulators differ in terms of whether the trainee is manipulating actual 3-dimensional objects (PM) or computer-generated 3-dimensional objects (VR). Much like video games (VG), VR simulators utilize computer-generated graphics. These differences may have profound effects on the utility of VR and PM training platforms. In this study, we aimed to determine whether a relationship exists between VR, PM, and VG platforms. VR and PM simulators for laparoscopic camera navigation ([LCN], experiment 1) and flexible endoscopy ([FE] experiment 2) were used in this study. In experiment 1, 20 laparoscopic novices played VG and performed 0° and 30° LCN exercises on VR and PM simulators. In experiment 2, 20 FE novices played VG and performed colonoscopy exercises on VR and PM simulators. In both experiments, VG performance was correlated with VR performance but not with PM performance. Performance on VR simulators did not correlate with performance on respective PM models. VR environments may be more like VG than previously thought. © 2013 Published by Association of Program Directors in Surgery on behalf of Association of Program Directors in Surgery.

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.

The Effects of Applying Game-Based Learning to Webcam Motion Sensor Games for Autistic Students' Sensory Integration Training

ERIC Educational Resources Information Center

Li, Kun-Hsien; Lou, Shi-Jer; Tsai, Huei-Yin; Shih, Ru-Chu

2012-01-01

This study aims to explore the effects of applying game-based learning to webcam motion sensor games for autistic students' sensory integration training for autistic students. The research participants were three autistic students aged from six to ten. Webcam camera as the research tool wad connected internet games to engage in motion sensor…

Using Gaming Technology to Teach Ethical Decision-Making

ERIC Educational Resources Information Center

Sloane, Sharon; Holmes, Elizabeth

2009-01-01

The authors describe the steps in the ethical decision-making process and show how employers and educators are addressing ethical gray areas using innovative simulations in order to better prepare employees and other personnel to face ethical challenges head-on. The model outlined in this article can be used as a teaching and training tool to…

Design and Evaluation of an Integrated Online Motion Control Training Package

ERIC Educational Resources Information Center

Buiu, C.

2009-01-01

The aim of this paper is to present an integrated Internet-based package for teaching the fundamentals of motion control by using a wide range of resources: theory, videos, simulators, games, quizzes, and a remote lab. The package is aimed at automation technicians, pupils at vocational schools and students taking an introductory course in…

Structure of corrective feedback for selection of ineffective vegetable parenting practices for use in a simulation videogame

USDA-ARS?s Scientific Manuscript database

A serious videogame is being developed to train parents of preschool children in selecting and using parenting practices that are likely to encourage their child to eat more vegetables. The structure of feedback to the parents on their selection may influence what they learn from the game. Feedback ...

Do Young Chinese Children Gain Anthropomorphism after Exposure to Personified Touch-Screen and Board Games?

PubMed Central

Li, Hui; Hsueh, Yeh; Wang, Fuxing; Bai, Xuejun; Liu, Tao; Zhou, Li

2017-01-01

Research shows that preschoolers are likely to anthropomorphize not only animals, but also inanimate toy after being exposed to books that personify these objects. Can such an effect also arise through young children’s use of touch-screen games? The present study is the first to examine whether playing a touch-screen personified train game affects young children’s anthropomorphism of real trains. Seventy-nine 4- and 6-year-old children were randomly assigned to play either a touch-screen game or a board game of Thomas the Tank Engine for 10 min. They completed the Individual Differences in Anthropomorphism Questionnaire–Child Form (IDAQ-CF) (two subscales: Technology/Inanimate Nature, Animate Nature) and an additional four items about the anthropomorphism of real trains, before (T1) and after (T2) the game. Overall results showed that children manifested a small but statistically significant increase in anthropomorphizing of real trains after their exposure to both games, claiming that real trains were like humans. Interestingly, 4-year-old children in the board game group tended to anthropomorphize real trains more than those in the touch-screen group, whereas the reverse was true for the 6-year-old children. The results suggest that touch-screen games may delay the decline of children’s anthropomorphism during the cognitive and socio-emotional transition that occurs in children aged 5–7. These findings have implications for future research on how touch-screen games increase children’s anthropomorphism of the real world, and more generally, for evaluation of the influence of the growing use of touch-screen games on young children’s learning. PMID:28179891

Virtual reality balance training for elderly: Similar skiing games elicit different challenges in balance training.

PubMed

de Vries, Aijse W; Faber, Gert; Jonkers, Ilse; Van Dieen, Jaap H; Verschueren, Sabine M P

2018-01-01

Virtual Reality (VR) balance training may have advantages over regular exercise training in older adults. However, results so far are conflicting potentially due to the lack of challenge imposed by the movements in those games. Therefore, the aim of this study was to assess to which extent two similar skiing games challenge balance, as reflected in center of mass (COM) movements relative to their Functional Limits of Stability (FLOS). Thirty young and elderly participants performed two skiing games, one on the Wii Balance board (Wiiski), which uses a force plate, and one with the Kinect sensor (Kinski), which performs motion tracking. During gameplay, kinematics were captured using seven opto-electronical cameras. FLOS were obtained for eight directions. The influence of games and trials on COM displacement in each of the eight directions, and maximal COM speed, were tested with Generalized Estimated Equations. In all directions with anterior and medio-lateral, but not with a posterior component, subjects showed significantly larger maximal %FLOS displacements during the Kinski game than during the Wiiski game. Furthermore, maximal COM displacement, and COM speed in Kinski remained similar or increased over trials, whereas for Wiiski it decreased. Our results show the importance of assessing the movement challenge in games used for balance training. Similar games impose different challenges, with the control sensors and their gain settings playing an important role. Furthermore, adaptations led to a decrease in challenge in Wiiski, which might limit the effectiveness of the game as a balance-training tool. Copyright © 2017 Elsevier B.V. All rights reserved.

Video-Games: Do They Require General Intelligence?

ERIC Educational Resources Information Center

Quiroga, M. A.; Herranz, M.; Gomez-Abad, M.; Kebir, M.; Ruiz, J.; Colom, Roberto

2009-01-01

Here we test if playing video-games require intelligence. Twenty-seven university undergraduate students were trained on three games from Big Brain Academy (Wii): Calculus, Backward Memory and Train. Participants did not have any previous experience with these games. General intelligence was measured by five ability tests before the training…

Development of Active Learning with Simulations and Games

ERIC Educational Resources Information Center

Zapalska, Alina; Brozik, Dallas; Rudd, Denis

2012-01-01

Educational games and simulations are excellent active learning tools that offer students hands-on experience. Little research is available on developing games and simulations and how teachers can be assisted in making their own games and simulations. In this context, the paper presents a multi-step process of how to develop games and simulations…

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

Authoring Effective Demonstrations

DTIC Science & Technology

2007-06-22

Battle Focused Training. Washington, DC: Department of the Army. Fu, D., Jensen, R., & Hinkelman, E . (2007). “Evaluating Game Technologies for...Stottler Henke Associates, Inc. Univ. of Central Florida Elizabeth Hinkelman Don Lampton Galactic Village Games , LLC. Army Research Institute...training, and distributed game -based architectures contribute an added benefit of wide accessibility. Reusable and distributable virtual training

Supramodal Enhancement of Auditory Perceptual and Cognitive Learning by Video Game Playing.

PubMed

Zhang, Yu-Xuan; Tang, Ding-Lan; Moore, David R; Amitay, Sygal

2017-01-01

Medical rehabilitation involving behavioral training can produce highly successful outcomes, but those successes are obtained at the cost of long periods of often tedious training, reducing compliance. By contrast, arcade-style video games can be entertaining and highly motivating. We examine here the impact of video game play on contiguous perceptual training. We alternated several periods of auditory pure-tone frequency discrimination (FD) with the popular spatial visual-motor game Tetris played in silence. Tetris play alone did not produce any auditory or cognitive benefits. However, when alternated with FD training it enhanced learning of FD and auditory working memory. The learning-enhancing effects of Tetris play cannot be explained simply by the visual-spatial training involved, as the effects were gone when Tetris play was replaced with another visual-spatial task using Tetris-like stimuli but not incorporated into a game environment. The results indicate that game play enhances learning and transfer of the contiguous auditory experiences, pointing to a promising approach for increasing the efficiency and applicability of rehabilitative training.

Evaluation of cardiovascular demands of game play and practice in women's ice hockey.

PubMed

Spiering, Barry A; Wilson, Meredith H; Judelson, Daniel A; Rundell, Kenneth W

2003-05-01

Preparation for the physical demands of competition often involves game simulation during practice. This paradigm is thought to promote physiological adaptations that enhance maximal performance. However, a mismatch between practice intensity and actual competition intensity may not provide adequate training to achieve optimal game-play fitness. The purpose of this study was to evaluate the effectiveness of practice in meeting the cardiovascular demands of a women's ice hockey game. Heart rate (HR) data from 11 U.S. National Women's Ice Hockey team members were collected (5-second intervals) during a game and a typical practice session. Data was normalized to individual HRmax determined during Vo(2)max testing. Working time was defined as a game shift or practice-working interval. Mean working HR was greater during the game than the practice, 90 +/- 2% and 76 +/- 3% of HRmax, respectively (p < 0.05). Mean percent session time (game or practice) >90% HRmax was also longer during the game than the practice, 10.5 +/- 4.1% and 5.6 +/- 3.5% (p < 0.05), respectively. Mean session HR, percent time >80% HRmax, and mean resting HR were not different between game and practice (68 +/- 7% vs. 69 +/- 5%, 23.2 +/- 5.3% vs. 26.1 +/- 9.2%, and 59 +/- 8% vs. 56 +/- 5%, respectively). Elite women hockey players experience significantly greater cardiovascular load during game play than during practice. This mismatch in cardiovascular demand may prevent players from achieving "game shape," thus affecting competition play.

Physiological and psychophysiological responses to an exer-game training protocol.

PubMed

Bronner, Shaw; Pinsker, Russell; Naik, Rutika; Noah, J Adam

2016-03-01

Exer-games and virtual reality offer alternative opportunities to provide neuro-rehabilitation and exercise that are fun. Our goal was to determine how effective they are in achieving motor learning goals and fitness benefits as players gain experience. We employed a repeated measures design to determine changes in physical exertion and engagement with training. Fourteen healthy adults trained on the XBOX Kinect video game Dance Central using a skill-based protocol to examine changes in energy expenditure (EE), heart rate (HR), METs, limb movement, game proficiency, and player engagement in initial, post-training, and transfer-testing of a full-body dance exer-game. Data were analyzed using repeated measures analysis of variance, p<0.05. Both EE, HR, and METs increased from initial (EE 4.89±1.35, HR 103±18, METs 4.25±0.72) to post-training (EE 5.92±1.25, HR 110±15, METs 5.05±0.75) and were greatest during transfer-testing (EE 6.34±1.35, HR 115±17, METs 5.42±0.88, p≤0.001). Proficiency, measured by game scores, also increased from initial to post-training and transfer-testing (p≤0.002). Limb movement and player engagement remained unchanged. It is important to understand whether player physiological and psychophysiological responses change with continued game-play. Although Dance Central involves whole-body movement, physical exertion remained at moderate levels after training. As exer-game and virtual reality systems move from their initial novelty, research about how players react to continued involvement with a game can guide game developers to maintain a freshness through game progression that preserves the participant's attentional focus, minimizes attrition and maintains a prescribed level of energy exertion. Copyright © 2015 Sports Medicine Australia. Published by Elsevier Ltd. All rights reserved.

Perceptual training yields rapid improvements in visually impaired youth.

PubMed

Nyquist, Jeffrey B; Lappin, Joseph S; Zhang, Ruyuan; Tadin, Duje

2016-11-30

Visual function demands coordinated responses to information over a wide field of view, involving both central and peripheral vision. Visually impaired individuals often seem to underutilize peripheral vision, even in absence of obvious peripheral deficits. Motivated by perceptual training studies with typically sighted adults, we examined the effectiveness of perceptual training in improving peripheral perception of visually impaired youth. Here, we evaluated the effectiveness of three training regimens: (1) an action video game, (2) a psychophysical task that combined attentional tracking with a spatially and temporally unpredictable motion discrimination task, and (3) a control video game. Training with both the action video game and modified attentional tracking yielded improvements in visual performance. Training effects were generally larger in the far periphery and appear to be stable 12 months after training. These results indicate that peripheral perception might be under-utilized by visually impaired youth and that this underutilization can be improved with only ~8 hours of perceptual training. Moreover, the similarity of improvements following attentional tracking and action video-game training suggest that well-documented effects of action video-game training might be due to the sustained deployment of attention to multiple dynamic targets while concurrently requiring rapid attending and perception of unpredictable events.

EMERGENCY RESPONSE TEAMS TRAINING IN PUBLIC HEALTH CRISIS - THE SERIOUSNESS OF SERIOUS GAMES.

PubMed

Stanojevic, Vojislav; Stanojevic, Cedomirka

2016-07-01

The rapid development of multimedia technologies in the last twenty years has lead to the emergence of new ways of learning academic and professional skills, which implies the application of multimedia technology in the form of a software -" serious computer games". Three-Dimensional Virtual Worlds. The basis of this game-platform is made of the platform of three-dimensional virtual worlds that can be described as communication systems in which participants share the same three-dimensional virtual space within which they can move, manipulate objects and communicate through their graphical representatives- avatars. Medical Education and Training. Arguments in favor of these computer tools in the learning process are accessibility, repeatability, low cost, the use of attractive graphics and a high degree of adaptation to the user. Specifically designed avatars allow students to get adapted to their roles in certain situations, especially to those which are considered rare, dangerous or unethical in real life. Drilling of major incidents, which includes the need to create environments for training, cannot be done in the real world due to high costs'and necessity to utilize the extensive resources. In addition, it is impossible to engage all the necessary health personnel at the same time. New technologies intended for conducting training, which are also called "virtual worlds", make the following possible: training at all times depending on user's commitments; simultaneous simulations on multiple levels, in several areas, in different circumstances, including dozens of unique victims; repeated scenarios and learning from mistakes; rapid feedback and the development of non-technical skills which are critical for reducing errors in dynamic, high-risk environments. Virtual worlds, which should be the subject of further research and improvements, in the field of hospital emergency response training for mass casualty incidents, certainly have a promising future.

A serious game skills competition increases voluntary usage and proficiency of a virtual reality laparoscopic simulator during first-year surgical residents' simulation curriculum.

PubMed

El-Beheiry, Mostafa; McCreery, Greig; Schlachta, Christopher M

2017-04-01

The objective of this study was to assess the effect of a serious game skills competition on voluntary usage of a laparoscopic simulator among first-year surgical residents' standard simulation curriculum. With research ethics board approval, informed consent was obtained from first-year surgical residents enrolled in an introductory surgical simulation curriculum. The class of 2013 served as a control cohort following the standard curriculum which mandates completion of six laparoscopic simulator skill tasks. For the 2014 competition cohort, the only change introduced was the biweekly and monthly posting of a leader board of the top three and ten fastest peg transfer times. Entry surveys were administered assessing attitudes towards simulation-based training and competition. Cohorts were observed for 5 months. There were 24 and 25 residents in the control and competition cohorts, respectively. The competition cohort overwhelmingly (76 %) stated that they were not motivated to deliberate practice by competition. Median total simulator usage time was 132 min (IQR = 214) in the competition cohort compared to 89 (IQR = 170) in the control cohort. The competition cohort completed their course requirements significantly earlier than the control cohort (χ 2  = 6.5, p = 0.01). There was a significantly greater proportion of residents continuing to use the simulator voluntarily after completing their course requirements in the competition cohort (44 vs. 4 %; p = 0.002). Residents in the competition cohort were significantly faster at peg transfer (194 ± 66 vs. 233 ± 53 s, 95 % CI of difference = 4-74 s; p = 0.03) and significantly decreased their completion time by 33 ± 54 s (95 % CI 10-56 s; paired t test, p = 0.007). A simple serious games skills competition increased voluntary usage and performance on a laparoscopic simulator, despite a majority of participants reporting they were not motivated by competition. Future directions should endeavour to examine other serious gaming modalities to further engage trainees in simulated skills development.

Building intelligence in third-generation training and battle simulations

NASA Astrophysics Data System (ADS)

Jacobi, Dennis; Anderson, Don; von Borries, Vance; Elmaghraby, Adel; Kantardzic, Mehmed; Ragade, Rammohan

2003-09-01

Current war games and simulations are primarily attrition based, and are centered on the concept of force on force. They constitute what can be defined as "second generation" war games. So-called "first generation" war games were focused on strategy with the primary concept of mind on mind. We envision "third generation" war games and battle simulations as concentrating on effects with the primary concept being system on system. Thus the third generation systems will incorporate each successive generation and take into account strategy, attrition and effects. This paper will describe the principal advantages and features that need to be implemented to create a true "third generation" battle simulation and the architectural issues faced when designing and building such a system. Areas of primary concern are doctrine, command and control, allied and coalition warfare, and cascading effects. Effectively addressing the interactive effects of these issues is of critical importance. In order to provide an adaptable and modular system that will accept future modifications and additions with relative ease, we are researching the use of a distributed Multi-Agent System (MAS) that incorporates various artificial intelligence methods. The agent architecture can mirror the military command structure from both vertical and horizontal perspectives while providing the ability to make modifications to doctrine, command structures, inter-command communications, as well as model the results of various effects upon one another, and upon the components of the simulation. This is commonly referred to as "cascading effects," in which A affects B, B affects C and so on. Agents can be used to simulate units or parts of units that interact to form the whole. Even individuals can eventually be simulated to take into account the affect to key individuals such as commanders, heroes, and aces. Each agent will have a learning component built in to provide "individual intelligence" based on experience.

Game-based training of flexibility and attention improves task-switch performance: near and far transfer of cognitive training in an EEG study.

PubMed

Olfers, Kerwin J F; Band, Guido P H

2018-01-01

There is a demand for ways to enhance cognitive flexibility, as it can be a limiting factor for performance in daily life. Video game training has been linked to advantages in cognitive functioning, raising the question if training with video games can promote cognitive flexibility. In the current study, we investigated if game-based computerized cognitive training (GCCT) could enhance cognitive flexibility in a healthy young adult sample (N = 72), as measured by task-switch performance. Three GCCT schedules were contrasted, which targeted: (1) cognitive flexibility and task switching, (2) attention and working memory, or (3) an active control involving basic math games, in twenty 45-min sessions across 4-6 weeks. Performance on an alternating-runs task-switch paradigm during pretest and posttest sessions indicated greater overall reaction time improvements after both flexibility and attention training as compared to control, although not related to local switch cost. Flexibility training enhanced performance in the presence of distractor-related interference. In contrast, attention training was beneficial when low task difficulty undermined sustained selective attention. Furthermore, flexibility training improved response selection as indicated by a larger N2 amplitude after training as compared to control, and more efficient conflict monitoring as indicated by reduced Nc/CRN and larger Pe amplitude after training. These results provide tentative support for the efficacy of GCCT and suggest that an ideal training might include both task switching and attention components, with maximal task diversity both within and between training games.

Playing Action Video Games Improves Visuomotor Control.

PubMed

Li, Li; Chen, Rongrong; Chen, Jing

2016-08-01

Can playing action video games improve visuomotor control? If so, can these games be used in training people to perform daily visuomotor-control tasks, such as driving? We found that action gamers have better lane-keeping and visuomotor-control skills than do non-action gamers. We then trained non-action gamers with action or nonaction video games. After they played a driving or first-person-shooter video game for 5 or 10 hr, their visuomotor control improved significantly. In contrast, non-action gamers showed no such improvement after they played a nonaction video game. Our model-driven analysis revealed that although different action video games have different effects on the sensorimotor system underlying visuomotor control, action gaming in general improves the responsiveness of the sensorimotor system to input error signals. The findings support a causal link between action gaming (for as little as 5 hr) and enhancement in visuomotor control, and suggest that action video games can be beneficial training tools for driving. © The Author(s) 2016.

Initial validation of a virtual-reality robotic simulator.

PubMed

Lendvay, Thomas S; Casale, Pasquale; Sweet, Robert; Peters, Craig

2008-09-01

Robotic surgery is an accepted adjunct to minimally invasive surgery, but training is restricted to console time. Virtual-reality (VR) simulation has been shown to be effective for laparoscopic training and so we seek to validate a novel VR robotic simulator. The American Urological Association (AUA) Office of Education approved this study. Subjects enrolled in a robotics training course at the 2007 AUA annual meeting underwent skills training in a da Vinci dry-lab module and a virtual-reality robotics module which included a three-dimensional (3D) VR robotic simulator. Demographic and acceptability data were obtained, and performance metrics from the simulator were compared between experienced and nonexperienced roboticists for a ring transfer task. Fifteen subjects-four with previous robotic surgery experience and 11 without-participated. Nine subjects were still in urology training and nearly half of the group had reported playing video games. Overall performance of the da Vinci system and the simulator were deemed acceptable by a Likert scale (0-6) rating of 5.23 versus 4.69, respectively. Experienced subjects outperformed nonexperienced subjects on the simulator on three metrics: total task time (96 s versus 159 s, P < 0.02), economy of motion (1,301 mm versus 2,095 mm, P < 0.04), and time the telemanipulators spent outside of the center of the platform's workspace (4 s versus 35 s, P < 0.02). This is the first demonstration of face and construct validity of a virtual-reality robotic simulator. Further studies assessing predictive validity are ultimately required to support incorporation of VR robotic simulation into training curricula.

The Walkabout Framework for Contextual Learning through Mobile Serious Games

ERIC Educational Resources Information Center

Almeida, Fernando; Bolaert, Hiram; Dowdall, Shane; Lourenço, Justino; Milczarski, Piotr

2015-01-01

Learning through games is increasingly gaining acceptance as a valuable training tool within the education and training community due to its simplicity, cost-effectiveness and essentially because most people prefer playing over learning. However, the use of games by students brings additional challenges regarding the design of games and their…

The relationship between intelligence and training gains is moderated by training strategy.

PubMed

Lee, Hyunkyu; Boot, Walter R; Baniqued, Pauline L; Voss, Michelle W; Prakash, Ruchika Shaurya; Basak, Chandramallika; Kramer, Arthur F

2015-01-01

We examined the relationship between training regimen and fluid intelligence in the learning of a complex video game. Fifty non-game-playing young adults were trained on a game called Space Fortress for 30 hours with one of two training regimens: (1) Hybrid Variable-Priority Training (HVT), with part-task training and a focus on improving specific skills and managing task priorities, and (2) Full Emphasis Training (FET) in which participants practiced the whole game to obtain the highest overall score. Fluid intelligence was measured with the Raven's Progressive Matrix task before training. With FET, fluid intelligence was positively associated with learning, suggesting that intellectual ability played a substantial role in determining individual differences in training success. In contrast, with HVT, fluid intelligence was not associated with learning, suggesting that individual differences in fluid intelligence do not factor into training success in a regimen that emphasizes component tasks and flexible task coordination. By analyzing training effects in terms of individual differences and training regimens, the current study offers a training approach that minimizes the potentially limiting effect of individual differences.

Video Game Rehabilitation of Velopharyngeal Dysfunction: A Case Series.

PubMed

Cler, Gabriel J; Mittelman, Talia; Braden, Maia N; Woodnorth, Geralyn Harvey; Stepp, Cara E

2017-06-22

Video games provide a promising platform for rehabilitation of speech disorders. Although video games have been used to train speech perception in foreign language learners and have been proposed for aural rehabilitation, their use in speech therapy has been limited thus far. We present feasibility results from at-home use in a case series of children with velopharyngeal dysfunction (VPD) using an interactive video game that provided real-time biofeedback to facilitate appropriate nasalization. Five participants were recruited across a range of ages, VPD severities, and VPD etiologies. Participants completed multiple weeks of individual game play with a video game that provides feedback on nasalization measured via nasal accelerometry. Nasalization was assessed before and after training by using nasometry, aerodynamic measures, and expert perceptual judgments. Four participants used the game at home or school, with the remaining participant unwilling to have the nasal accelerometer secured to his nasal skin, perhaps due to his young age. The remaining participants showed a tendency toward decreased nasalization after training, particularly for the words explicitly trained in the video game. Results suggest that video game-based systems may provide a useful rehabilitation platform for providing real-time feedback of speech nasalization in VPD. https://doi.org/10.23641/asha.5116828.

Warriors Edge Simulation and Gaming System: The Squad Simulation

DTIC Science & Technology

2005-08-01

Warriors Edge Simulation and Gaming System: The Squad Simulation by Mark Thomas and Gary Moss ARL-TR-3564 August 2005...Edge Simulation and Gaming System: The Squad Simulation Mark Thomas and Gary Moss Computational and Information Sciences Directorate, ARL...2004–30 September 2004 5a. CONTRACT NUMBER 5b. GRANT NUMBER 4. TITLE AND SUBTITLE Warriors Edge Simulation and Gaming System: The Squad

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.

Using Advanced Prosthetics for Stress Inoculation Training and to Teach Life Saving Skills

DTIC Science & Technology

2010-04-01

was successful in applying off-the-shelf video games to their training methods. The effectiveness of video games as a teaching tool can be found...study, we evaluated the physiological responses of trainees during a virtual combat medic video game task performance. In this experiment combat...Shoot House Virtual Reality Videogame (VRVG) MOUT training and testing for joint forces and for echelon one combat trauma care SIT training

Real-time strategy game training: emergence of a cognitive flexibility trait.

PubMed

Glass, Brian D; Maddox, W Todd; Love, Bradley C

2013-01-01

Training in action video games can increase the speed of perceptual processing. However, it is unknown whether video-game training can lead to broad-based changes in higher-level competencies such as cognitive flexibility, a core and neurally distributed component of cognition. To determine whether video gaming can enhance cognitive flexibility and, if so, why these changes occur, the current study compares two versions of a real-time strategy (RTS) game. Using a meta-analytic Bayes factor approach, we found that the gaming condition that emphasized maintenance and rapid switching between multiple information and action sources led to a large increase in cognitive flexibility as measured by a wide array of non-video gaming tasks. Theoretically, the results suggest that the distributed brain networks supporting cognitive flexibility can be tuned by engrossing video game experience that stresses maintenance and rapid manipulation of multiple information sources. Practically, these results suggest avenues for increasing cognitive function.

Real-Time Strategy Game Training: Emergence of a Cognitive Flexibility Trait

PubMed Central

Glass, Brian D.; Maddox, W. Todd; Love, Bradley C.

2013-01-01

Training in action video games can increase the speed of perceptual processing. However, it is unknown whether video-game training can lead to broad-based changes in higher-level competencies such as cognitive flexibility, a core and neurally distributed component of cognition. To determine whether video gaming can enhance cognitive flexibility and, if so, why these changes occur, the current study compares two versions of a real-time strategy (RTS) game. Using a meta-analytic Bayes factor approach, we found that the gaming condition that emphasized maintenance and rapid switching between multiple information and action sources led to a large increase in cognitive flexibility as measured by a wide array of non-video gaming tasks. Theoretically, the results suggest that the distributed brain networks supporting cognitive flexibility can be tuned by engrossing video game experience that stresses maintenance and rapid manipulation of multiple information sources. Practically, these results suggest avenues for increasing cognitive function. PMID:23950921

Skill Transfer and Virtual Training for IND Response Decision-Making: Project Summary and Next Steps

DTIC Science & Technology

2016-04-12

are likely to be very productive partners—independent video - game developers and academic game degree programs—are not familiar with working with...experimental validation. • Independent Video - Game Developers. Small companies and individuals that pursue video - game design and development can be...complexity, such as an improvised nuclear device (IND) detonation. The effort has examined game - based training methods to determine their suitability

Improving question asking in high-functioning adolescents with autism spectrum disorders: effectiveness of small-group training.

PubMed

Palmen, Annemiek; Didden, Robert; Arts, Marieke

2008-01-01

Small-group training consisting of feedback and self-management was effective in improving question-asking skills during tutorial conversations in nine high-functioning adolescents with autism spectrum disorder. Training was implemented in a therapy room and lasted 6 weeks. Sessions were conducted once a week and lasted about an hour. Experimenters collected data during tutorial conversations in a natural setting. Training of question-asking skills consisted of verbal feedback and role-play during short simulated conversations and a table game. A self-management strategy and common stimuli (e.g., flowchart) were included to promote generalization. Mean percentage of correct questions during tutorial conversations improved significantly after training. Response efficiency also increased. Participants and personal coaches evaluated the training as effective and acceptable.

Representation of Cultural Role-Play for Training

NASA Technical Reports Server (NTRS)

Santarelli, Thomas; Pepe, Aaron; Rosenzweiz, Larry; Paulus, John; Yi, Ahn Na

2010-01-01

The Department of Defense (000) has successfully applied a number of methods for cultural familiarization training ranging from stand-up classroom training, to face-to-face live role-play, to so-called smart-cards. Recent interest has turned to the use of single and mUlti-player gaming technologies to augment these traditional methods of cultural familiarization. One such system, termed CulturePad, has been designed as a game-based role-play environment suitable for use in training and experimentation involving cultural roleplay scenarios. This paper describes the initial CulturePad effort focused on a literature review regarding the use of role-play for cultural training and a feasibility assessment of using a game-mediated environment for role-play. A small-scale pilot involving cultural experts was conducted to collect qualitative behavioral data comparing live role-play to game-mediated role-play in a multiplayer gaming engine.

Training basic laparoscopic skills using a custom-made video game.

PubMed

Goris, Jetse; Jalink, Maarten B; Ten Cate Hoedemaker, Henk O

2014-09-01

Video games are accepted and used for a wide variety of applications. In the medical world, research on the positive effects of playing games on basic laparoscopic skills is rapidly increasing. Although these benefits have been proven several times, no institution actually uses video games for surgical training. This Short Communication describes some of the theoretical backgrounds, development and underlying educational foundations of a specifically designed video game and custom-made hardware that takes advantage of the positive effects of games on basic laparoscopic skills.

The Name of the Game is Training: Leveraging Army Gaming to Improve Training

DTIC Science & Technology

2009-04-01

allowed players to maneuver armies (colored stones) with the objective of outflanking their enemy.3 The first “ video game ,” cred- ited to William...nificance of the game was not readily ap- parent. Since most video games created during that time were hardware intensive and only understood by...those in the com- puter field, the first commercial video games were not introduced until 1972 in the Magnavox Odyssey Console.4 Over the past 10 years

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.

The braking force in walking: age-related differences and improvement in older adults with exergame training.

PubMed

Maillot, Pauline; Perrot, Alexandra; Hartley, Alan; Do, Manh-Cuong

2014-10-01

The purposes of this present research were, in the first study, to determine whether age impacts a measure of postural control (the braking force in walking) and, in a second study, to determine whether exergame training in physically-simulated sport activity would show transfer, increasing the braking force in walking and also improving balance assessed by clinical measures, functional fitness, and health-related quality of life in older adults. For the second study, the authors developed an active video game training program (using the Wii system) with a pretest-training-posttest design comparing an experimental group (24 1-hr sessions of training) with a control group. Participants completed a battery comprising balance (braking force in short and normal step conditions), functional fitness (Senior Fitness Test), and health-related quality of life (SF-36). Results show that 12 weeks of video game-based exercise program training improved the braking force in the normal step condition, along with the functional fitness of lower limb strength, cardiovascular endurance, and motor agility, as measured by the Senior Fitness Test. Only the global mental dimension of the SF-36 was sensitive to exergame practice. Exergames appear to be an effective way to train postural control in older adults. Because of the multimodal nature of the activity, exergames provide an effective tool for remediation of age-related problems.

Analysis of patient load data from the 2002 FIFA World Cup Korea/Japan.

PubMed

Morimura, Naoto; Katsumi, Atsushi; Koido, Yuichi; Sugimoto, Katsuhiko; Fuse, Akira; Asai, Yasfumi; Ishii, Noboru; Ishihara, Toru; Fujii, Chiho; Sugiyama, Mitsugi; Henmi, Hiroshi; Yamamoto, Yasuhiro

2004-01-01

Past history of mass casualties related to international football games brought the importance of practical planning, preparedness, simulation training, and analysis of potential patient presentations to the forefront of emergency research. The Japanese Ministry of Health, Labor, and Welfare established the Health Research Team (HRT-MHLW) for the 2002 FIFA World Cup game (FIFAWC). The HRT-MHLW collected patient data related to the games and analyzed the related factors regarding patient presentations. A total of 1661 patients presented for evaluation and care from all 32 games in Japan. The patient presentation rate per 1000 spectators per game was 1.21 and the transport-to-hospital rate was 0.05. The step-wise regression analysis identified that the patient presentations rate increased where access was difficult. As the number of total spectators increased, the patient presentation rate decreased. (p < 0.0001, r = 0.823, r2 = 0.677). In order to develop mass-gathering medical-care plans in accordance with the types and sizes of mass gatherings, it is necessary to collect data and examine risk factors for patient presentations for a variety of events.

Collaboration between human and nonhuman players in Night Vision Tactical Trainer-Shadow

NASA Astrophysics Data System (ADS)

Berglie, Stephen T.; Gallogly, James J.

2016-05-01

The Night Vision Tactical Trainer - Shadow (NVTT-S) is a U.S. Army-developed training tool designed to improve critical Manned-Unmanned Teaming (MUMT) communication skills for payload operators in Unmanned Aerial Sensor (UAS) crews. The trainer is composed of several Government Off-The-Shelf (GOTS) simulation components and takes the trainee through a series of escalating engagements using tactically relevant, realistically complex, scenarios involving a variety of manned, unmanned, aerial, and ground-based assets. The trainee is the only human player in the game and he must collaborate, from his web-based mock operating station, with various non-human players via spoken natural language over simulated radio in order to execute the training missions successfully. Non-human players are modeled in two complementary layers - OneSAF provides basic background behaviors for entities while NVTT provides higher level models that control entity actions based on intent extracted from the trainee's spoken natural dialog with game entities. Dialog structure is modeled based on Army standards for communication and verbal protocols. This paper presents an architecture that integrates the U.S. Army's Night Vision Image Generator (NVIG), One Semi- Automated Forces (OneSAF), a flight dynamics model, as well as Commercial Off The Shelf (COTS) speech recognition and text to speech products to effect an environment with sufficient entity counts and fidelity to enable meaningful teaching and reinforcement of critical communication skills. It further demonstrates the model dynamics and synchronization mechanisms employed to execute purpose-built training scenarios, and to achieve ad-hoc collaboration on-the-fly between human and non-human players in the simulated environment.

Learning in a Virtual Environment Using Haptic Systems for Movement Re-Education: Can This Medium Be Used for Remodeling Other Behaviors and Actions?

PubMed Central

Merians, Alma S; Fluet, Gerard G; Qiu, Qinyin; Lafond, Ian; Adamovich, Sergei V

2011-01-01

Robotic systems that are interfaced with virtual reality gaming and task simulations are increasingly being developed to provide repetitive intensive practice to promote increased compliance and facilitate better outcomes in rehabilitation post-stroke. A major development in the use of virtual environments (VEs) has been to incorporate tactile information and interaction forces into what was previously an essentially visual experience. Robots of varying complexity are being interfaced with more traditional virtual presentations to provide haptic feedback that enriches the sensory experience and adds physical task parameters. This provides forces that produce biomechanical and neuromuscular interactions with the VE that approximate real-world movement more accurately than visual-only VEs, simulating the weight and force found in upper extremity tasks. The purpose of this article is to present an overview of several systems that are commercially available for ambulation training and for training movement of the upper extremity. We will also report on the system that we have developed (NJIT-RAVR system) that incorporates motivating and challenging haptic feedback effects into VE simulations to facilitate motor recovery of the upper extremity post-stroke. The NJIT-RAVR system trains both the upper arm and the hand. The robotic arm acts as an interface between the participants and the VEs, enabling multiplanar movements against gravity in a three-dimensional workspace. The ultimate question is whether this medium can provide a motivating, challenging, gaming experience with dramatically decreased physical difficulty levels, which would allow for participation by an obese person and facilitate greater adherence to exercise regimes. PMID:21527097

An Unofficial Guide to Web-Based Instructional Gaming and Simulation Resources.

ERIC Educational Resources Information Center

Kirk, James J.

Games and digital-based games and simulations are slowly becoming an accepted learning strategy. Public school teachers, college professors, corporate trainers, and military trainers are embracing games as an effective means of motivating learners and teaching complex concepts. Popular games include action games, adventure games,arcade games,…

IMPROVING HEALTH AND SAFETY IN AGED CARE USING GAME BASED SIMULATION.

PubMed

Andersen, Patrea; Horton, Eleanor; Clarke, Karen Ann

2017-02-01

Australia faces the challenge of supporting a growing ageing population (AIHW, 2012). Health and safety is paramount in ensuring care is economically sustainable. Nurses involved in healthcare have a responsibility to protect themselves and those being cared for against health and safety risk. Training of the workforce is paramount to reducing the chance of injury (Robson et al. 2012).

Impact of Individual Differences on Reliance Optimization

DTIC Science & Technology

2016-05-31

Research Laboratory developed methodologies and configurations of an RPA simulation to support experimental studies that were collected at partner...that influence reliance on automation. Additionally, this research extended the study of Szalma and Taylor (2011) that showed personality traits...individuals attracted to video gaming have high initial spatial ability, for example. Experimental studies have examined directly the effect of training on

LVC interaction within a mixed-reality training system

NASA Astrophysics Data System (ADS)

Pollock, Brice; Winer, Eliot; Gilbert, Stephen; de la Cruz, Julio

2012-03-01

The United States military is increasingly pursuing advanced live, virtual, and constructive (LVC) training systems for reduced cost, greater training flexibility, and decreased training times. Combining the advantages of realistic training environments and virtual worlds, mixed reality LVC training systems can enable live and virtual trainee interaction as if co-located. However, LVC interaction in these systems often requires constructing immersive environments, developing hardware for live-virtual interaction, tracking in occluded environments, and an architecture that supports real-time transfer of entity information across many systems. This paper discusses a system that overcomes these challenges to empower LVC interaction in a reconfigurable, mixed reality environment. This system was developed and tested in an immersive, reconfigurable, and mixed reality LVC training system for the dismounted warfighter at ISU, known as the Veldt, to overcome LVC interaction challenges and as a test bed for cuttingedge technology to meet future U.S. Army battlefield requirements. Trainees interact physically in the Veldt and virtually through commercial and developed game engines. Evaluation involving military trained personnel found this system to be effective, immersive, and useful for developing the critical decision-making skills necessary for the battlefield. Procedural terrain modeling, model-matching database techniques, and a central communication server process all live and virtual entity data from system components to create a cohesive virtual world across all distributed simulators and game engines in real-time. This system achieves rare LVC interaction within multiple physical and virtual immersive environments for training in real-time across many distributed systems.

Video Game Training Enhances Visuospatial Working Memory and Episodic Memory in Older Adults

PubMed Central

Toril, Pilar; Reales, José M.; Mayas, Julia; Ballesteros, Soledad

2016-01-01

In this longitudinal intervention study with experimental and control groups, we investigated the effects of video game training on the visuospatial working memory (WM) and episodic memory of healthy older adults. Participants were 19 volunteer older adults, who received 15 1-h video game training sessions with a series of video games selected from a commercial package (Lumosity), and a control group of 20 healthy older adults. The results showed that the performance of the trainees improved significantly in all the practiced video games. Most importantly, we found significant enhancements after training in the trained group and no change in the control group in two computerized tasks designed to assess visuospatial WM, namely the Corsi blocks task and the Jigsaw puzzle task. The episodic memory and short-term memory of the trainees also improved. Gains in some WM and episodic memory tasks were maintained during a 3-month follow-up period. These results suggest that the aging brain still retains some degree of plasticity, and that video game training might be an effective intervention tool to improve WM and other cognitive functions in older adults. PMID:27199723

Attitudes of older adults toward shooter video games: An initial study to select an acceptable game for training visual processing.

PubMed

McKay, Sandra M; Maki, Brian E

2010-01-01

A computer-based 'Useful Field of View' (UFOV) training program has been shown to be effective in improving visual processing in older adults. Studies of young adults have shown that playing video games can have similar benefits; however, these studies involved realistic and violent 'first-person shooter' (FPS) games. The willingness of older adults to play such games has not been established. OBJECTIVES: To determine the degree to which older adults would accept playing a realistic, violent FPS-game, compared to video games not involving realistic depiction of violence. METHODS: Sixteen older adults (ages 64-77) viewed and rated video-clip demonstrations of the UFOV program and three video-game genres (realistic-FPS, cartoon-FPS, fixed-shooter), and were then given an opportunity to try them out (30 minutes per game) and rate various features. RESULTS: The results supported a hypothesis that the participants would be less willing to play the realistic-FPS game in comparison to the less violent alternatives (p's<0.02). After viewing the video-clip demonstrations, 10 of 16 participants indicated they would be unwilling to try out the realistic-FPS game. Of the six who were willing, three did not enjoy the experience and were not interested in playing again. In contrast, all 12 subjects who were willing to try the cartoon-FPS game reported that they enjoyed it and would be willing to play again. A high proportion also tried and enjoyed the UFOV training (15/16) and the fixed-shooter game (12/15). DISCUSSION: A realistic, violent FPS video game is unlikely to be an appropriate choice for older adults. Cartoon-FPS and fixed-shooter games are more viable options. Although most subjects also enjoyed UFOV training, a video-game approach has a number of potential advantages (for instance, 'addictive' properties, low cost, self-administration at home). We therefore conclude that non-violent cartoon-FPS and fixed-shooter video games warrant further investigation as an alternative to the UFOV program for training improved visual processing in seniors.

Perceptual training yields rapid improvements in visually impaired youth

PubMed Central

Nyquist, Jeffrey B.; Lappin, Joseph S.; Zhang, Ruyuan; Tadin, Duje

2016-01-01

Visual function demands coordinated responses to information over a wide field of view, involving both central and peripheral vision. Visually impaired individuals often seem to underutilize peripheral vision, even in absence of obvious peripheral deficits. Motivated by perceptual training studies with typically sighted adults, we examined the effectiveness of perceptual training in improving peripheral perception of visually impaired youth. Here, we evaluated the effectiveness of three training regimens: (1) an action video game, (2) a psychophysical task that combined attentional tracking with a spatially and temporally unpredictable motion discrimination task, and (3) a control video game. Training with both the action video game and modified attentional tracking yielded improvements in visual performance. Training effects were generally larger in the far periphery and appear to be stable 12 months after training. These results indicate that peripheral perception might be under-utilized by visually impaired youth and that this underutilization can be improved with only ~8 hours of perceptual training. Moreover, the similarity of improvements following attentional tracking and action video-game training suggest that well-documented effects of action video-game training might be due to the sustained deployment of attention to multiple dynamic targets while concurrently requiring rapid attending and perception of unpredictable events. PMID:27901026

Simulation Training: Evaluating the Instructor’s Contribution to a Wizard of Oz Simulator in Obstetrics and Gynecology Ultrasound Training

PubMed Central

Tepper, Ronnie

2017-01-01

Background Workplaces today demand graduates who are prepared with field-specific knowledge, advanced social skills, problem-solving skills, and integration capabilities. Meeting these goals with didactic learning (DL) is becoming increasingly difficult. Enhanced training methods that would better prepare tomorrow’s graduates must be more engaging and game-like, such as feedback based e-learning or simulation-based training, while saving time. Empirical evidence regarding the effectiveness of advanced learning methods is lacking. Objective quantitative research comparing advanced training methods with DL is sparse. Objectives This quantitative study assessed the effectiveness of a computerized interactive simulator coupled with an instructor who monitored students’ progress and provided Web-based immediate feedback. Methods A low-cost, globally accessible, telemedicine simulator, developed at the Technion—Israel Institute of Technology, Haifa, Israel—was used. A previous study in the field of interventional cardiology, evaluating the efficacy of the simulator to enhanced learning via knowledge exams, presented promising results of average scores varying from 94% after training and 54% before training (n=20) with P<.001. Two independent experiments involving obstetrics and gynecology (Ob-Gyn) physicians and senior ultrasound sonographers, with 32 subjects, were conducted using a new interactive concept of the WOZ (Wizard of OZ) simulator platform. The contribution of an instructor to learning outcomes was evaluated by comparing students’ knowledge before and after each interactive instructor-led session as well as after fully automated e-learning in the field of Ob-Gyn. Results from objective knowledge tests were analyzed using hypothesis testing and model fitting. Results A significant advantage (P=.01) was found in favor of the WOZ training approach. Content type and training audience were not significant. Conclusions This study evaluated the contribution of an integrated teaching environment using a computerized interactive simulator, with an instructor providing immediate Web-based immediate feedback to trainees. Involvement of an instructor in the simulation-based training process provided better learning outcomes that varied training content and trainee populations did not affect the overall learning gains. PMID:28432039

A new adaptive videogame for training attention and executive functions: design principles and initial validation.

PubMed

Montani, Veronica; De Filippo De Grazia, Michele; Zorzi, Marco

2014-01-01

A growing body of evidence suggests that action videogames could enhance a variety of cognitive skills and more specifically attention skills. The aim of this study was to develop a novel adaptive videogame to support the rehabilitation of the most common consequences of traumatic brain injury (TBI), that is the impairment of attention and executive functions. TBI patients can be affected by psychomotor slowness and by difficulties in dealing with distraction, maintain a cognitive set for a long time, processing different simultaneously presented stimuli, and planning purposeful behavior. Accordingly, we designed a videogame that was specifically conceived to activate those functions. Playing involves visuospatial planning and selective attention, active maintenance of the cognitive set representing the goal, and error monitoring. Moreover, different game trials require to alternate between two tasks (i.e., task switching) or to perform the two tasks simultaneously (i.e., divided attention/dual-tasking). The videogame is controlled by a multidimensional adaptive algorithm that calibrates task difficulty on-line based on a model of user performance that is updated on a trial-by-trial basis. We report simulations of user performance designed to test the adaptive game as well as a validation study with healthy participants engaged in a training protocol. The results confirmed the involvement of the cognitive abilities that the game is supposed to enhance and suggested that training improved attentional control during play.

A new adaptive videogame for training attention and executive functions: design principles and initial validation

PubMed Central

Montani, Veronica; De Filippo De Grazia, Michele; Zorzi, Marco

2014-01-01

A growing body of evidence suggests that action videogames could enhance a variety of cognitive skills and more specifically attention skills. The aim of this study was to develop a novel adaptive videogame to support the rehabilitation of the most common consequences of traumatic brain injury (TBI), that is the impairment of attention and executive functions. TBI patients can be affected by psychomotor slowness and by difficulties in dealing with distraction, maintain a cognitive set for a long time, processing different simultaneously presented stimuli, and planning purposeful behavior. Accordingly, we designed a videogame that was specifically conceived to activate those functions. Playing involves visuospatial planning and selective attention, active maintenance of the cognitive set representing the goal, and error monitoring. Moreover, different game trials require to alternate between two tasks (i.e., task switching) or to perform the two tasks simultaneously (i.e., divided attention/dual-tasking). The videogame is controlled by a multidimensional adaptive algorithm that calibrates task difficulty on-line based on a model of user performance that is updated on a trial-by-trial basis. We report simulations of user performance designed to test the adaptive game as well as a validation study with healthy participants engaged in a training protocol. The results confirmed the involvement of the cognitive abilities that the game is supposed to enhance and suggested that training improved attentional control during play. PMID:24860529

Robotics and gaming to improve ankle strength, motor control, and function in children with cerebral palsy--a case study series.

PubMed

Burdea, Grigore C; Cioi, Daniel; Kale, Angad; Janes, William E; Ross, Sandy A; Engsberg, Jack R

2013-03-01

The objective of this study was to investigate the feasibility of game-based robotic training of the ankle in children with cerebral palsy (CP). The design was a case study, 12 weeks intervention, with no follow-up. The setting was a university research laboratory. The participants were a referred sample of three children with cerebral palsy, age 7-12, all male. All completed the intervention. Participants trained on the Rutgers Ankle CP system for 36 rehabilitation sessions (12 weeks, three times/week), playing two custom virtual reality games. The games were played while participants were seated, and trained one ankle at-a-time for strength, motor control, and coordination. The primary study outcome measures were for impairment (DF/PF torques, DF initial contact angle and gait speed), function (GMFM), and quality of life (Peds QL). Secondary outcome measures relate to game performance (game scores as reflective of ankle motor control and endurance). Gait function improved substantially in ankle kinematics, speed and endurance. Overall function (GMFM) indicated improvements that were typical of other ankle strength training programs. Quality of life increased beyond what would be considered a minimal clinical important difference. Game performance improved in both games during the intervention. This feasibility study supports the assumption that game-based robotic training of the ankle benefits gait in children with CP. Game technology is appropriate for the age group and was well accepted by the participants. Additional studies are needed however, to quantify the level of benefit and compare the approach presented here to traditional methods of therapy.

Motivational Effect of Web-Based Simulation Game in Teaching Operations Management

ERIC Educational Resources Information Center

Nguyen, Tung Nhu

2015-01-01

Motivational effects during a simulated educational game should be studied because a general concern of lecturers is motivating students and increasing their knowledge. Given advances in internet technology, traditional short in-class games are being substituted with long web-based games. To maximize the benefits of web-based simulation games, a…

Games and Simulations in Informal Science Education. WCER Working Paper No. 2010-14

ERIC Educational Resources Information Center

Squire, Kurt; Patterson, Nathan

2010-01-01

This paper explores the possibilities and challenges games and simulations pose for informal science education. The authors begin with a brief overview of the recent history of games and games research. They then attempt to clarify the distinctions between games and simulations. Next, they examine types of informal learning…

U.S. Patent Pending, Information Security Analysis Using Game Theory and Simulation, U.S. Patent Application No.: 14/097,840

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

Abercrombie, Robert K; Schlicher, Bob G

Vulnerability in security of an information system is quantitatively predicted. The information system may receive malicious actions against its security and may receive corrective actions for restoring the security. A game oriented agent based model is constructed in a simulator application. The game ABM model represents security activity in the information system. The game ABM model has two opposing participants including an attacker and a defender, probabilistic game rules and allowable game states. A specified number of simulations are run and a probabilistic number of the plurality of allowable game states are reached in each simulation run. The probability ofmore » reaching a specified game state is unknown prior to running each simulation. Data generated during the game states is collected to determine a probability of one or more aspects of security in the information system.« less

Video games as a tool to train visual skills.

PubMed

Achtman, R L; Green, C S; Bavelier, D

2008-01-01

Adult brain plasticity, although possible, is often difficult to elicit. Training regimens in adults can produce specific improvements on the trained task without leading to general enhancements that would improve quality of life. This paper considers the case of playing action video games as a way to induce widespread enhancement in vision. We review the range of visual skills altered by action video game playing as well as the game components important in promoting visual plasticity. Further, we discuss what these results might mean in terms of rehabilitation for different patient populations.

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…

Code Red: Triage or COgnition-Based DEsign Rules Enhancing Decisionmaking TRaining in a Game Environment

ERIC Educational Resources Information Center

van der Spek, Erik D.; Wouters, Pieter; van Oostendorp, Herre

2011-01-01

Serious games have a great potential for training and educating people in novel and engaging ways. However, little empirical research has been done on the effectiveness of serious games, and although early findings do point to a moderately positive direction, even less is known about why some games succeed in effectively educating while others do…

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.

Tactical Communications Training Environment for Unmanned Aircraft System Operators

DTIC Science & Technology

2016-12-15

communication and teamwork skills. The Night Vision Tactical Trainer - Shadow (NVTT-Shadow) was developed as a game -based desktop solution to train...advanced individual training Soldiers and UAS course instructors. The usability testing demonstrated the feasibility of interactive gaming applied to MUM...T tactical communications. Ratings and comments from both students and instructors validated the need as well as mission context, game content, and

Brain training game improves executive functions and processing speed in the elderly: a randomized controlled trial.

PubMed

Nouchi, Rui; Taki, Yasuyuki; Takeuchi, Hikaru; Hashizume, Hiroshi; Akitsuki, Yuko; Shigemune, Yayoi; Sekiguchi, Atsushi; Kotozaki, Yuka; Tsukiura, Takashi; Yomogida, Yukihito; Kawashima, Ryuta

2012-01-01

The beneficial effects of brain training games are expected to transfer to other cognitive functions, but these beneficial effects are poorly understood. Here we investigate the impact of the brain training game (Brain Age) on cognitive functions in the elderly. Thirty-two elderly volunteers were recruited through an advertisement in the local newspaper and randomly assigned to either of two game groups (Brain Age, Tetris). This study was completed by 14 of the 16 members in the Brain Age group and 14 of the 16 members in the Tetris group. To maximize the benefit of the interventions, all participants were non-gamers who reported playing less than one hour of video games per week over the past 2 years. Participants in both the Brain Age and the Tetris groups played their game for about 15 minutes per day, at least 5 days per week, for 4 weeks. Each group played for a total of about 20 days. Measures of the cognitive functions were conducted before and after training. Measures of the cognitive functions fell into four categories (global cognitive status, executive functions, attention, and processing speed). Results showed that the effects of the brain training game were transferred to executive functions and to processing speed. However, the brain training game showed no transfer effect on any global cognitive status nor attention. Our results showed that playing Brain Age for 4 weeks could lead to improve cognitive functions (executive functions and processing speed) in the elderly. This result indicated that there is a possibility which the elderly could improve executive functions and processing speed in short term training. The results need replication in large samples. Long-term effects and relevance for every-day functioning remain uncertain as yet. UMIN Clinical Trial Registry 000002825.

A Simulation Game for an Introductory Course in International Business

ERIC Educational Resources Information Center

McGuinness, Michael J.

2004-01-01

An international business simulation game designed for an introductory International Business course. The simulation game allows for student decision making and allows for the ready introduction of many topics which are covered in an International Business course. The simulation game has continued to be improved with student suggestions and has…

Measuring sense of presence and user characteristics to predict effective training in an online simulated virtual environment.

PubMed

De Leo, Gianluca; Diggs, Leigh A; Radici, Elena; Mastaglio, Thomas W

2014-02-01

Virtual-reality solutions have successfully been used to train distributed teams. This study aimed to investigate the correlation between user characteristics and sense of presence in an online virtual-reality environment where distributed teams are trained. A greater sense of presence has the potential to make training in the virtual environment more effective, leading to the formation of teams that perform better in a real environment. Being able to identify, before starting online training, those user characteristics that are predictors of a greater sense of presence can lead to the selection of trainees who would benefit most from the online simulated training. This is an observational study with a retrospective postsurvey of participants' user characteristics and degree of sense of presence. Twenty-nine members from 3 Air Force National Guard Medical Service expeditionary medical support teams participated in an online virtual environment training exercise and completed the Independent Television Commission-Sense of Presence Inventory survey, which measures sense of presence and user characteristics. Nonparametric statistics were applied to determine the statistical significance of user characteristics to sense of presence. Comparing user characteristics to the 4 scales of the Independent Television Commission-Sense of Presence Inventory using Kendall τ test gave the following results: the user characteristics "how often you play video games" (τ(26)=-0.458, P<0.01) and "television/film production knowledge" (τ(27)=-0.516, P<0.01) were significantly related to negative effects. Negative effects refer to adverse physiologic reactions owing to the virtual environment experience such as dizziness, nausea, headache, and eyestrain. The user characteristic "knowledge of virtual reality" was significantly related to engagement (τ(26)=0.463, P<0.01) and negative effects (τ(26)=-0.404, P<0.05). Individuals who have knowledge about virtual environments and experience with gaming environments report a higher sense of presence that indicates that they will likely benefit more from online virtual training. Future research studies could include a larger population of expeditionary medical support, and the results obtained could be used to create a model that predicts the level of presence based on the user characteristics. To maximize results and minimize costs, only those individuals who, based on their characteristics, are supposed to have a higher sense of presence and less negative effects could be selected for online simulated virtual environment training.

The ReDistricting Game: Teaching Congressional Gerrymandering through an Online Simulation Game

ERIC Educational Resources Information Center

Juckett, Emily; Feinberg, Joseph R.

2010-01-01

The ReDistricting Game is an online simulation game that engages learners in the redistricting process and spotlights the problem of gerrymandering districts in the United States. Hands-on simulation games such as this one can motivate students to think at higher levels and master key concepts. The concept of redistricting does not automatically…

32 CFR Appendix D to Subpart M of... - Unauthorized Activities in Maneuver Training Areas

Code of Federal Regulations, 2013 CFR

2013-07-01

... Lewis: Civilian paramilitary activities and combat games. Off-pavement motorcycle riding. Off-road... of alcoholic beverages. 2. Yakima Training Center: Civilian paramilitary activities and combat games... combat games. Off-pavement motorcycle riding. Off-road vehicle operation. Hang gliding. Ultralight...

32 CFR Appendix D to Subpart M of... - Unauthorized Activities in Maneuver Training Areas

Code of Federal Regulations, 2012 CFR

2012-07-01

... Lewis: Civilian paramilitary activities and combat games. Off-pavement motorcycle riding. Off-road... of alcoholic beverages. 2. Yakima Training Center: Civilian paramilitary activities and combat games... combat games. Off-pavement motorcycle riding. Off-road vehicle operation. Hang gliding. Ultralight...

32 CFR Appendix D to Subpart M of... - Unauthorized Activities in Maneuver Training Areas

Code of Federal Regulations, 2014 CFR

2014-07-01

... Lewis: Civilian paramilitary activities and combat games. Off-pavement motorcycle riding. Off-road... of alcoholic beverages. 2. Yakima Training Center: Civilian paramilitary activities and combat games... combat games. Off-pavement motorcycle riding. Off-road vehicle operation. Hang gliding. Ultralight...

Face validity of a Wii U video game for training basic laparoscopic skills.

PubMed

Jalink, Maarten B; Goris, Jetse; Heineman, Erik; Pierie, Jean-Pierre E N; Ten Cate Hoedemaker, Henk O

2015-06-01

Although the positive effects of playing video games on basic laparoscopic skills have been studied for several years, no games are actually used in surgical training. This article discusses the face validity of the first video game and custom-made hardware, which takes advantage of these effects. Participants were recruited at the Chirurgendagen 2013 and the Society of American Gastrointestinal and Endoscopic Surgeons 2014 annual meeting. In total, 72 laparoscopic surgeons completed a demo of the game and filled in a questionnaire. On a 1-to-10 scale, the mean score for hardware realism was 7.2 and the mean score for usefulness as a training tool was 8.4. Participants did not mind the fact that the workspace does not look like an abdominal cavity, but do have some trouble with the absence of tactile feedback. We obtained face validity for both the hardware and the usefulness of Underground, a video game made for training basic laparoscopic skills. Copyright © 2015 Elsevier Inc. All rights reserved.

Limited value of haptics in virtual reality laparoscopic cholecystectomy training.

PubMed

Thompson, Jonathan R; Leonard, Anthony C; Doarn, Charles R; Roesch, Matt J; Broderick, Timothy J

2011-04-01

Haptics is an expensive addition to virtual reality (VR) simulators, and the added value to training has not been proven. This study evaluated the benefit of haptics in VR laparoscopic surgery training for novices. The Simbionix LapMentor II haptic VR simulator was used in the study. Randomly, 33 laparoscopic novice students were placed in one of three groups: control, haptics-trained, or nonhaptics-trained group. The control group performed nine basic laparoscopy tasks and four cholecystectomy procedural tasks one time with haptics engaged at the default setting. The haptics group was trained to proficiency in the basic tasks and then performed each of the procedural tasks one time with haptics engaged. The nonhaptics group used the same training protocol except that haptics was disengaged. The proficiency values used were previously published expert values. Each group was assessed in the performance of 10 laparoscopic cholecystectomies (alternating with and without haptics). Performance was measured via automatically collected simulator data. The three groups exhibited no differences in terms of sex, education level, hand dominance, video game experience, surgical experience, and nonsurgical simulator experience. The number of attempts required to reach proficiency did not differ between the haptics- and nonhaptics-training groups. The haptics and nonhaptics groups exhibited no difference in performance. Both training groups outperformed the control group in number of movements as well as path length of the left instrument. In addition, the nonhaptics group outperformed the control group in total time. Haptics does not improve the efficiency or effectiveness of LapMentor II VR laparoscopic surgery training. The limited benefit and the significant cost of haptics suggest that haptics should not be included routinely in VR laparoscopic surgery training.

Real-time individualized training vectors for experiential learning.

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

Willis, Matt; Tucker, Eilish Marie; Raybourn, Elaine Marie

2011-01-01

Military training utilizing serious games or virtual worlds potentially generate data that can be mined to better understand how trainees learn in experiential exercises. Few data mining approaches for deployed military training games exist. Opportunities exist to collect and analyze these data, as well as to construct a full-history learner model. Outcomes discussed in the present document include results from a quasi-experimental research study on military game-based experiential learning, the deployment of an online game for training evidence collection, and results from a proof-of-concept pilot study on the development of individualized training vectors. This Lab Directed Research & Development (LDRD)more » project leveraged products within projects, such as Titan (Network Grand Challenge), Real-Time Feedback and Evaluation System, (America's Army Adaptive Thinking and Leadership, DARWARS Ambush! NK), and Dynamic Bayesian Networks to investigate whether machine learning capabilities could perform real-time, in-game similarity vectors of learner performance, toward adaptation of content delivery, and quantitative measurement of experiential learning.« less

Focus on Games & Simulations: Trends+Technologies+Case Studies

ERIC Educational Resources Information Center

Weinstein, Margery

2011-01-01

A changing mindset combined with changing technology is driving the use of games and simulations. People are becoming more open to using games and simulations for learning, and, at the same time, the technologies are making the development of games and simulations easier and faster than a mere five years ago. Together, the changing mindset and the…

Toward Endemic Deployment of Educational Simulation Games: A Review of Progress and Future Recommendations

ERIC Educational Resources Information Center

Moizer, Jonathan; Lean, Jonathan

2010-01-01

This article presents a conceptual analysis of simulation game adoption and use across university faculty. The metaphor of epidemiology is used to characterize the diffusion of simulation games for teaching and learning. A simple stock-flow diagram is presented to illustrate this dynamic. Future scenarios for simulation game adoption are…

Cognitive Priming and Cognitive Training: Immediate and Far Transfer to Academic Skills in Children.

PubMed

Wexler, Bruce E; Iseli, Markus; Leon, Seth; Zaggle, William; Rush, Cynthia; Goodman, Annette; Esat Imal, A; Bo, Emily

2016-09-12

Cognitive operations are supported by dynamically reconfiguring neural systems that integrate processing components widely distributed throughout the brain. The inter-neuronal connections that constitute these systems are powerfully shaped by environmental input. We evaluated the ability of computer-presented brain training games done in school to harness this neuroplastic potential and improve learning in an overall study sample of 583 second-grade children. Doing a 5-minute brain-training game immediately before math or reading curricular content games increased performance on the curricular content games. Doing three 20-minute brain training sessions per week for four months increased gains on school-administered math and reading achievement tests compared to control classes tested at the same times without intervening brain training. These results provide evidence of cognitive priming with immediate effects on learning, and longer-term brain training with far-transfer or generalized effects on academic achievement.

Cognitive Priming and Cognitive Training: Immediate and Far Transfer to Academic Skills in Children

PubMed Central

Wexler, Bruce E; Iseli, Markus; Leon, Seth; Zaggle, William; Rush, Cynthia; Goodman, Annette; Esat Imal, A.; Bo, Emily

2016-01-01

Cognitive operations are supported by dynamically reconfiguring neural systems that integrate processing components widely distributed throughout the brain. The inter-neuronal connections that constitute these systems are powerfully shaped by environmental input. We evaluated the ability of computer-presented brain training games done in school to harness this neuroplastic potential and improve learning in an overall study sample of 583 second-grade children. Doing a 5-minute brain-training game immediately before math or reading curricular content games increased performance on the curricular content games. Doing three 20-minute brain training sessions per week for four months increased gains on school-administered math and reading achievement tests compared to control classes tested at the same times without intervening brain training. These results provide evidence of cognitive priming with immediate effects on learning, and longer-term brain training with far-transfer or generalized effects on academic achievement. PMID:27615029

Training Working Memory in Adolescents Using Serious Game Elements: Pilot Randomized Controlled Trial

PubMed Central

Gladwin, Thomas E; Peeters, Margot; Prins, Pier J M; Wiers, Reinout W

2018-01-01

Background Working memory capacity has been found to be impaired in adolescents with various psychological problems, such as addictive behaviors. Training of working memory capacity can lead to significant behavioral improvements, but it is usually long and tedious, taxing participants’ motivation to train. Objective This study aimed to evaluate whether adding game elements to the training could help improve adolescents’ motivation to train while improving cognition. Methods A total of 84 high school students were allocated to a working memory capacity training, a gamified working memory capacity training, or a placebo condition. Working memory capacity, motivation to train, and drinking habits were assessed before and after training. Results Self-reported evaluations did not show a self-reported preference for the game, but participants in the gamified working memory capacity training condition did train significantly longer. The game successfully increased motivation to train, but this effect faded over time. Working memory capacity increased equally in all conditions but did not lead to significantly lower drinking, which may be due to low drinking levels at baseline. Conclusions We recommend that future studies attempt to prolong this motivational effect, as it appeared to fade over time. PMID:29792294

Using Games for Training Dismounted Light Infantry Leaders: Emergent Questions and Lessons Learned

DTIC Science & Technology

2005-09-01

training game producers, developers, and leaders and instructors at the Infantry School who served as subject-matter experts (SMEs) during game ... development , formal V and informal discussions with instructors and leaders who participated in our evaluations, and observations of Infantry leaders as

Evaluating the benefits of collaboration in simulation games: the case of health care.

PubMed

Leung, Ricky

2014-01-28

Organizations have used simulation games for health promotion and communication. To evaluate how simulation games can foster collaboration among stakeholders, this paper develops two social network measures. The paper aims to initiate two specific measures that facilitate organizations and researchers to evaluate the effectiveness of Web-based simulation games in fostering collaboration. The two measures are: (1) network density and (2) network diversity. They measure the level of connectedness and communication evenness within social networks. To illustrate how these measures may be used, a hypothetical game about health policy is outlined. Web-based games can serve as an effective platform to engage stakeholders because interaction among them is quite convenient. Yet, systematic evaluation and planning are necessary to realize the benefits of these games. The paper suggests directions for testing how the social network dimension of Web-based games can augment individual-level benefits that stakeholders can obtain from playing simulation games. While this paper focuses on measuring the structural properties of social networks in Web-based games, further research should focus more attention on the appropriateness of game contents. In addition, empirical research should cover different geographical areas, such as East Asian countries where video games are very popular.

Massive Multiplayer Online Gaming: A Research Framework for Military Training and Education

DTIC Science & Technology

2005-03-01

those required by a military transforming itself to operating under the concept of network centric warfare. The technologies and practice...learning. Simulations are popular in other business situations and management processes. Data files, video clips, and flowcharts might help learners...on nature of these environments is another key motivator. According to Randy Hinrich, Microsoft Research Group Research Manager for Learning

Simulation Games as Advance Organizers in the Learning of Social Science Materials. Experiments 1-3.

ERIC Educational Resources Information Center

Livingston, Samuel A.

Three classroom experiments were conducted using a simulation game, Trade and Develop, designed for classroom use with students in grade six through twelve economic geography classes. The hypotheses tested were: a simulation game will motivate students to learn subject matter related to the game, and, the game will facilitate learning by acting as…

A Study of the Use of Simulations and Games in Education with Special Reference to Geography.

ERIC Educational Resources Information Center

O'Reilly, Desmond Vincent

Chapter 1 of this thesis provides definitions of terms used. Chapter 2 discusses role-playing, strategy games, and models. Chapter 3 explores the significance of games in child development. Chapter 4 relates the historical development of gaming and simulation. Chapter 5 focuses on advantages of simulations and games in education in terms of such…

Can we continue to ignore gender differences in performance on simulation trainers?

PubMed

Thorson, Chad M; Kelly, Jason P; Forse, R Armour; Turaga, Kiran K

2011-05-01

There are differences between the genders in their innate performances on simulation trainers, which may impair accurate assessment of psychomotor skills. The performance of fourth-year students with no exposure to the Minimally Invasive Surgical Trainer compared based on gender, and other psychomotor skills. Our study included 16 male and 16 female students. After adjusting for choice of medical specialty (P<.001), current video game use (P=.6), and experience in the operating room (P=.4), female sex was an independent factor for worse performance (P=.04) in multivariate models. Women took more time than men (P<.01) and made more errors (29 versus 25 on 3 reps, P<.01). Among medical students with no previous exposure to laparoscopic trainers, female students perform worse than male students after adjusting for confounding factors. This difference must be recognized by training programs while using simulators for training and evaluation.

Does improved decision-making ability reduce the physiological demands of game-based activities in field sport athletes?

PubMed

Gabbett, Tim J; Carius, Josh; Mulvey, Mike

2008-11-01

This study investigated the effects of video-based perceptual training on pattern recognition and pattern prediction ability in elite field sport athletes and determined whether enhanced perceptual skills influenced the physiological demands of game-based activities. Sixteen elite women soccer players (mean +/- SD age, 18.3 +/- 2.8 years) were allocated to either a video-based perceptual training group (N = 8) or a control group (N = 8). The video-based perceptual training group watched video footage of international women's soccer matches. Twelve training sessions, each 15 minutes in duration, were conducted during a 4-week period. Players performed assessments of speed (5-, 10-, and 20-m sprint), repeated-sprint ability (6 x 20-m sprints, with active recovery on a 15-second cycle), estimated maximal aerobic power (V O2 max, multistage fitness test), and a game-specific video-based perceptual test of pattern recognition and pattern prediction before and after the 4 weeks of video-based perceptual training. The on-field assessments included time-motion analysis completed on all players during a standardized 45-minute small-sided training game, and assessments of passing, shooting, and dribbling decision-making ability. No significant changes were detected in speed, repeated-sprint ability, or estimated V O2 max during the training period. However, video-based perceptual training improved decision accuracy and reduced the number of recall errors, indicating improved game awareness and decision-making ability. Importantly, the improvements in pattern recognition and prediction ability transferred to on-field improvements in passing, shooting, and dribbling decision-making skills. No differences were detected between groups for the time spent standing, walking, jogging, striding, and sprinting during the small-sided training game. These findings demonstrate that video-based perceptual training can be used effectively to enhance the decision-making ability of field sport athletes; however, it has no effect on the physiological demands of game-based activities.

Simulation Use in Paramedic Education Research (SUPER): A Descriptive Study

PubMed Central

McKenna, Kim D.; Carhart, Elliot; Bercher, Daniel; Spain, Andrew; Todaro, John; Freel, Joann

2015-01-01

Abstract Objectives. The purpose of this research was to characterize the use of simulation in initial paramedic education programs in order assist stakeholders’ efforts to target educational initiatives and resources. This group sought to provide a snapshot of what simulation resources programs have or have access to and how they are used; faculty perceptions about simulation; whether program characteristics, resources, or faculty training influence simulation use; and if simulation resources are uniform for patients of all ages. Methods. This was a cross-sectional census survey of paramedic programs that were accredited or had a Letter of Review from the Committee on Accreditation of Educational Programs for the EMS Professions at the time of the study. The data were analyzed using descriptive statistics and chi-square analyses. Results. Of the 638 surveys sent, 389 valid responses (61%) were analyzed. Paramedic programs reported they have or have access to a wide range of simulation resources (task trainers [100%], simple manikins [100%], intermediate manikins [99%], advanced/fully programmable manikins [91%], live simulated patients [83%], computer-based [71%], and virtual reality [19%]); however, they do not consistently use them, particularly advanced (71%), live simulated patients (66%), computer-based (games, scenarios) (31%), and virtual reality (4%). Simulation equipment (of any type) reportedly sits idle and unused in (31%) of programs. Lack of training was cited as the most common reason. Personnel support specific to simulation was available in 44% of programs. Programs reported using simulation to replace skills more frequently than to replace field or clinical hours. Simulation goals included assessment, critical thinking, and problem-solving most frequently, and patient and crew safety least often. Programs using advanced manikins report manufacturers as their primary means of training (87%) and that 19% of faculty had no training specific to those manikins. Many (78%) respondents felt they should use more simulation. Conclusions. Paramedic programs have and have access to diverse simulation resources; however, faculty training and other program resources appear to influence their use. PMID:25664774

Simulation Use in Paramedic Education Research (SUPER): A Descriptive Study.

PubMed

McKenna, Kim D; Carhart, Elliot; Bercher, Daniel; Spain, Andrew; Todaro, John; Freel, Joann

2015-01-01

The purpose of this research was to characterize the use of simulation in initial paramedic education programs in order assist stakeholders' efforts to target educational initiatives and resources. This group sought to provide a snapshot of what simulation resources programs have or have access to and how they are used; faculty perceptions about simulation; whether program characteristics, resources, or faculty training influence simulation use; and if simulation resources are uniform for patients of all ages. This was a cross-sectional census survey of paramedic programs that were accredited or had a Letter of Review from the Committee on Accreditation of Educational Programs for the EMS Professions at the time of the study. The data were analyzed using descriptive statistics and chi-square analyses. Of the 638 surveys sent, 389 valid responses (61%) were analyzed. Paramedic programs reported they have or have access to a wide range of simulation resources (task trainers [100%], simple manikins [100%], intermediate manikins [99%], advanced/fully programmable manikins [91%], live simulated patients [83%], computer-based [71%], and virtual reality [19%]); however, they do not consistently use them, particularly advanced (71%), live simulated patients (66%), computer-based (games, scenarios) (31%), and virtual reality (4%). Simulation equipment (of any type) reportedly sits idle and unused in (31%) of programs. Lack of training was cited as the most common reason. Personnel support specific to simulation was available in 44% of programs. Programs reported using simulation to replace skills more frequently than to replace field or clinical hours. Simulation goals included assessment, critical thinking, and problem-solving most frequently, and patient and crew safety least often. Programs using advanced manikins report manufacturers as their primary means of training (87%) and that 19% of faculty had no training specific to those manikins. Many (78%) respondents felt they should use more simulation. Paramedic programs have and have access to diverse simulation resources; however, faculty training and other program resources appear to influence their use.

Video games as a tool to train visual skills

PubMed Central

Achtman, R.L.; Green, C.S.; Bavelier, D.

2010-01-01

Purpose Adult brain plasticity, although possible, is often difficult to elicit. Training regimens in adults can produce specific improvements on the trained task without leading to general enhancements that would improve quality of life. This paper considers the case of playing action video games as a way to induce widespread enhancement in vision. Conclusions We review the range of visual skills altered by action video game playing as well as the game components important in promoting visual plasticity. Further, we discuss what these results might mean in terms of rehabilitation for different patient populations. PMID:18997318

Defense.gov Special Report: 2011 Warrior Games

Science.gov Websites

following closing ceremonies. The Warrior Games were an opportunity for the current and former service members to incorporate athletic training as a part of their overall transition and recovery plan. Story 19. Story Archers Practice Patience, Marksmanship in Training for Warrior Games COLORADO SPRINGS

Cognitive Science Implications for Enhancing Training Effectiveness in a Serious Gaming Context

ERIC Educational Resources Information Center

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

2007-01-01

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…

Video Games as a Tool to Train Cognitive Skills

DTIC Science & Technology

2006-03-10

of an action video game leads to marked improvement in the number of objects that can be attended, the amount of visual information that can be...learning induced by video game training (Rebecca Achtman). An annotated bibliography of six manuscripts prepared during the grant period is included.

Brain training for silver gamers: effects of age and game form on effectiveness, efficiency, self-assessment, and gameplay experience.

PubMed

Nacke, Lennart E; Nacke, Anne; Lindley, Craig A

2009-10-01

In recent years, an aging demographic majority in the Western world has come to the attention of the game industry. The recently released "brain-training" games target this population, and research investigating gameplay experience of the elderly using this game form is lacking. This study employs a 2 x 2 mixed factorial design (age group: young and old x game form: paper and Nintendo DS) to investigate effects of age and game form on usability, self-assessment, and gameplay experience in a supervised field study. Effectiveness was evaluated in task completion time, efficiency as error rate, together with self-assessment measures (arousal, pleasure, dominance) and game experience (challenge, flow, competence, tension, positive and negative affect). Results indicate players, regardless of age, are more effective and efficient using pen-and-paper than using a Nintendo DS console. However, the game is more arousing and induces a heightened sense of flow in digital form for gamers of all ages. Logic problem-solving challenges within digital games may be associated with positive feelings for the elderly but with negative feelings for the young. Thus, digital logic-training games may provide positive gameplay experience for an aging Western civilization.

Possible End to an Endless Quest? Cognitive Bias Modification for Excessive Multiplayer Online Gamers.

PubMed

Rabinovitz, Sharon; Nagar, Maayan

2015-10-01

Cognitive biases have previously been recognized as key mechanisms that contribute to the development, maintenance, and relapse of addictive behaviors. The same mechanisms have been recently found in problematic computer gaming. The present study aims to investigate whether excessive massively multiplayer online role-playing gamers (EG) demonstrate an approach bias toward game-related cues compared to neutral stimuli; to test whether these automatic action tendencies can be implicitly modified in a single session training; and to test whether this training affects game urges and game-seeking behavior. EG (n=38) were randomly assigned to a condition in which they were implicitly trained to avoid or to approach gaming cues by pushing or pulling a joystick, using a computerized intervention (cognitive bias modification via the Approach Avoidance Task). EG demonstrated an approach bias for gaming cues compared with neutral, movie cues. Single session training significantly decreased automatic action tendencies to approach gaming cues. These effects occurred outside subjective awareness. Furthermore, approach bias retraining reduced subjective urges and intentions to play, as well as decreased game-seeking behavior. Retraining automatic processes may be beneficial in changing addictive impulses in EG. Yet, large-scale trials and long-term follow-up are warranted. The results extend the application of cognitive bias modification from substance use disorders to behavioral addictions, and specifically to Internet gaming disorder. Theoretical implications are discussed.

A study on the effectiveness of task manager board game as a training tool in managing project

NASA Astrophysics Data System (ADS)

Yusof, Shahrul Azmi Mohd; Radzi, Shanizan Herman Md; Din, Sharifah Nadera Syed; Khalid, Nurhafizah

2016-08-01

Nowadays, games have become one of the useful tools in training. Many instructors choose to use games to enhance the way of delivering the subject. Failure to apply the suitable tool in training will lead to discouragement in learning and causing waste to the resources. An effective game will help the student understand the concept quickly. It can also help students to get involve in experiential learning where the student can manage and solve the problem as in the actual situation. This study will focus on the effectiveness of board game as a training tool for managing projects. This game has 4 tasks to be completed by students. They will be divided into a group of 4 or 5. Two methods are used in this study, pilot test, and post-test. These methods are chosen to analyze the effectiveness of using Task Manager Board Game as a teaching tool and the improvement of student's knowledge in project management. Three sub-components assessed were motivation, user experience and learning using case studies on Kirkpatrick's level one base on the perception of the students. The result indicated that the use of Task Manager board game as a training tool for managing project has a positive impact on students. It helps students to experience the situation of managing projects. It is one of the easiest ways for improving time management, human resources and communication skill.

Improving the Emergency Manager’s Hurricane Evacuation Decision Making Through Serious Gaming

DTIC Science & Technology

2016-06-17

Serious Gaming Hayley J. Davison Reynolds, Maxwell H. Perlman Darren P. Wilson MIT Lincoln Laboratory DHS Science and Technology Directorate...transfer it to an actual evacuation event. Through this work, a web-based, ‘serious gaming ’ approach was used to develop hurricane evacuation decision...training for the emergency manager. This paper describes the iterative design approach to developing a training game and collect initial feedback

Skill Transfer and Virtual Training for IND Response Decision-Making: Project Summary and Next Steps

DTIC Science & Technology

2016-01-01

to be very productive partners—independent video - game developers and academic game degree programs—are not familiar with working with government...experimental validation. • Independent Video - Game Developers. Small companies and individuals that pursue video - game design and development can be inexpensive...Emergency Management Agency (FEMA) that examines alternative mechanisms for training and evaluation of emergency managers (EMs) to augment and

Video Game Rehabilitation of Velopharyngeal Dysfunction: A Case Series

PubMed Central

Mittelman, Talia; Braden, Maia N.; Woodnorth, Geralyn Harvey; Stepp, Cara E.

2017-01-01

Purpose Video games provide a promising platform for rehabilitation of speech disorders. Although video games have been used to train speech perception in foreign language learners and have been proposed for aural rehabilitation, their use in speech therapy has been limited thus far. We present feasibility results from at-home use in a case series of children with velopharyngeal dysfunction (VPD) using an interactive video game that provided real-time biofeedback to facilitate appropriate nasalization. Method Five participants were recruited across a range of ages, VPD severities, and VPD etiologies. Participants completed multiple weeks of individual game play with a video game that provides feedback on nasalization measured via nasal accelerometry. Nasalization was assessed before and after training by using nasometry, aerodynamic measures, and expert perceptual judgments. Results Four participants used the game at home or school, with the remaining participant unwilling to have the nasal accelerometer secured to his nasal skin, perhaps due to his young age. The remaining participants showed a tendency toward decreased nasalization after training, particularly for the words explicitly trained in the video game. Conclusion Results suggest that video game–based systems may provide a useful rehabilitation platform for providing real-time feedback of speech nasalization in VPD. Supplemental Material https://doi.org/10.23641/asha.5116828 PMID:28655049

Using a smart wheelchair as a gaming device for floor-projected games: a mixed-reality environment for training powered-wheelchair driving skills.

PubMed

Secoli, R; Zondervan, D; Reinkensmeyer, D

2012-01-01

For children with a severe disability, such as can arise from cerebral palsy, becoming independent in mobility is a critical goal. Currently, however, driver's training for powered wheelchair use is labor intensive, requiring hand-over-hand assistance from a skilled therapist to keep the trainee safe. This paper describes the design of a mixed reality environment for semi-autonomous training of wheelchair driving skills. In this system, the wheelchair is used as the gaming input device, and users train driving skills by maneuvering through floor-projected games created with a multi-projector system and a multi-camera tracking system. A force feedback joystick assists in steering and enhances safety.

Beyond Iconic Simulation

ERIC Educational Resources Information Center

Dormans, Joris

2011-01-01

Realism remains a prominent topic in game design and industry research; yet, a strong academic case can be made that games are anything, but realistic. This article frames realism in games in semiotic terms as iconic simulation and argues that games can gain expressiveness when they move beyond the current focus on iconic simulation. In parallel…

Effects of pre-training using serious game technology on CPR performance--an exploratory quasi-experimental transfer study.

PubMed

Creutzfeldt, Johan; Hedman, Leif; Felländer-Tsai, Li

2012-12-06

Multiplayer virtual world (MVW) technology creates opportunities to practice medical procedures and team interactions using serious game software. This study aims to explore medical students' retention of knowledge and skills as well as their proficiency gain after pre-training using a MVW with avatars for cardio-pulmonary resuscitation (CPR) team training. Three groups of pre-clinical medical students, n = 30, were assessed and further trained using a high fidelity full-scale medical simulator: Two groups were pre-trained 6 and 18 months before assessment. A reference control group consisting of matched peers had no MVW pre-training. The groups consisted of 8, 12 and 10 subjects, respectively. The session started and ended with assessment scenarios, with 3 training scenarios in between. All scenarios were video-recorded for analysis of CPR performance. The 6 months group displayed greater CPR-related knowledge than the control group, 93 (±11)% compared to 65 (±28)% (p < 0.05), the 18 months group scored in between (73 (±23)%).At start the pre-trained groups adhered better to guidelines than the control group; mean violations 0.2 (±0.5), 1.5 (±1.0) and 4.5 (±1.0) for the 6 months, 18 months and control group respectively. Likewise, in the 6 months group no chest compression cycles were delivered at incorrect frequencies whereas 54 (±44)% in the control group (p < 0.05) and 44 (±49)% in 18 months group where incorrectly paced; differences that disappeared during training. This study supports the beneficial effects of MVW-CPR team training with avatars as a method for pre-training, or repetitive training, on CPR-skills among medical students.

Learning in a virtual environment using haptic systems for movement re-education: can this medium be used for remodeling other behaviors and actions?

PubMed

Merians, Alma S; Fluet, Gerard G; Qiu, Qinyin; Lafond, Ian; Adamovich, Sergei V

2011-03-01

Robotic systems that are interfaced with virtual reality gaming and task simulations are increasingly being developed to provide repetitive intensive practice to promote increased compliance and facilitate better outcomes in rehabilitation post-stroke. A major development in the use of virtual environments (VEs) has been to incorporate tactile information and interaction forces into what was previously an essentially visual experience. Robots of varying complexity are being interfaced with more traditional virtual presentations to provide haptic feedback that enriches the sensory experience and adds physical task parameters. This provides forces that produce biomechanical and neuromuscular interactions with the VE that approximate real-world movement more accurately than visual-only VEs, simulating the weight and force found in upper extremity tasks. The purpose of this article is to present an overview of several systems that are commercially available for ambulation training and for training movement of the upper extremity. We will also report on the system that we have developed (NJIT-RAVR system) that incorporates motivating and challenging haptic feedback effects into VE simulations to facilitate motor recovery of the upper extremity post-stroke. The NJIT-RAVR system trains both the upper arm and the hand. The robotic arm acts as an interface between the participants and the VEs, enabling multiplanar movements against gravity in a three-dimensional workspace. The ultimate question is whether this medium can provide a motivating, challenging, gaming experience with dramatically decreased physical difficulty levels, which would allow for participation by an obese person and facilitate greater adherence to exercise regimes. © 2011 Diabetes Technology Society.

Health care planning and education via gaming-simulation: a two-stage experiment.

PubMed

Gagnon, J H; Greenblat, C S

1977-01-01

A two-stage process of gaming-simulation design was conducted: the first stage of design concerned national planning for hemophilia care; the second stage of design was for gaming-simulation concerning the problems of hemophilia patients and health care providers. The planning design was intended to be adaptable to large-scale planning for a variety of health care problems. The educational game was designed using data developed in designing the planning game. A broad range of policy-makers participated in the planning game.

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…

Orbitofrontal gray matter deficits as marker of Internet gaming disorder: converging evidence from a cross-sectional and prospective longitudinal design.

PubMed

Zhou, Feng; Montag, Christian; Sariyska, Rayna; Lachmann, Bernd; Reuter, Martin; Weber, Bernd; Trautner, Peter; Kendrick, Keith M; Markett, Sebastian; Becker, Benjamin

2017-10-23

Internet gaming disorder represents a growing health issue. Core symptoms include unsuccessful attempts to control the addictive patterns of behavior and continued use despite negative consequences indicating a loss of regulatory control. Previous studies revealed brain structural deficits in prefrontal regions subserving regulatory control in individuals with excessive Internet use. However, because of the cross-sectional nature of these studies, it remains unknown whether the observed brain structural deficits preceded the onset of excessive Internet use. Against this background, the present study combined a cross-sectional and longitudinal design to determine the consequences of excessive online video gaming. Forty-one subjects with a history of excessive Internet gaming and 78 gaming-naive subjects were enrolled in the present study. To determine effects of Internet gaming on brain structure, gaming-naive subjects were randomly assigned to 6 weeks of daily Internet gaming (training group) or a non-gaming condition (training control group). At study inclusion, excessive Internet gamers demonstrated lower right orbitofrontal gray matter volume compared with Internet gaming-naive subjects. Within the Internet gamers, a lower gray matter volume in this region was associated with higher online video gaming addiction severity. Longitudinal analysis revealed initial evidence that left orbitofrontal gray matter volume decreased during the training period in the training group as well as in the group of excessive gamers. Together, the present findings suggest an important role of the orbitofrontal cortex in the development of Internet addiction with a direct association between excessive engagement in online gaming and structural deficits in this brain region. © 2017 Society for the Study of Addiction.

The Gaming of Policy and the Politics of Gaming: A Review

ERIC Educational Resources Information Center

Mayer, Igor S.

2009-01-01

This article examines the foundations of gaming and related concepts, such as policy exercises and serious gaming, in a public policy making context. Examining the relevant publications in "Simulation & Gaming" since 1969, the author looks back at the development of gaming simulation for purposes such as public policy analysis and planning, and…

Computer-based, personalized cognitive training versus classical computer games: a randomized double-blind prospective trial of cognitive stimulation.

PubMed

Peretz, Chava; Korczyn, Amos D; Shatil, Evelyn; Aharonson, Vered; Birnboim, Smadar; Giladi, Nir

2011-01-01

Many studies have suggested that cognitive training can result in cognitive gains in healthy older adults. We investigated whether personalized computerized cognitive training provides greater benefits than those obtained by playing conventional computer games. This was a randomized double-blind interventional study. Self-referred healthy older adults (n = 155, 68 ± 7 years old) were assigned to either a personalized, computerized cognitive training or to a computer games group. Cognitive performance was assessed at baseline and after 3 months by a neuropsychological assessment battery. Differences in cognitive performance scores between and within groups were evaluated using mixed effects models in 2 approaches: adherence only (AO; n = 121) and intention to treat (ITT; n = 155). Both groups improved in cognitive performance. The improvement in the personalized cognitive training group was significant (p < 0.03, AO and ITT approaches) in all 8 cognitive domains. However, in the computer games group it was significant (p < 0.05) in only 4 (AO) or 6 domains (ITT). In the AO analysis, personalized cognitive training was significantly more effective than playing games in improving visuospatial working memory (p = 0.0001), visuospatial learning (p = 0.0012) and focused attention (p = 0.0019). Personalized, computerized cognitive training appears to be more effective than computer games in improving cognitive performance in healthy older adults. Further studies are needed to evaluate the ecological validity of these findings. Copyright © 2011 S. Karger AG, Basel.

Physiological responses during exercise with video games in patients with cystic fibrosis: A systematic review.

PubMed

Carbonera, Raquel Pinto; Vendrusculo, Fernanda Maria; Donadio, Márcio Vinícius Fagundes

2016-10-01

Interactive video games are recently being used as an exercise tool in cystic fibrosis (CF). This study aimed to assess the literature describing whether video games generate a physiological response similar to the exercise intensity needed for training in CF. An online search in PubMed, Embase, Cochrane, SciELO, LILACS and PEDro databases was conducted and original studies describing physiological responses of the use of video games as exercise in CF were included. In four, out of five studies, the heart rate achieved during video games was within the standards recommended for training (60-80%). Two studies assessed VO 2 and showed higher levels compared to the six-minute walk test. No desaturation was reported. Most games were classified as moderate intensity. Only one study used a maximum exercise test as comparator. Interactive video games generate a heart rate response similar to the intensity required for training in CF patients. Copyright © 2016 Elsevier Ltd. All rights reserved.

No transfer between conditions in balance training regimes relying on tasks with different postural demands: Specificity effects of two different serious games.

PubMed

Naumann, Tim; Kindermann, Stefan; Joch, Michael; Munzert, Jörn; Reiser, Mathias

2015-03-01

Despite the increasing use of video games involving whole body movements to enhance postural control in health prevention and rehabilitation, there is no consistent proof that training effects actually transfer to other balance tasks. The present study aimed to determine whether training effects on two different video-game-based training devices were task-specific or could be transferred to either postural control in quiet stance or to performance on the other device. 37 young healthy adults were split into three groups: two intervention groups that trained for 30min on either the Nintendo(®) Wii Fit Balance Board or the MFT Challenge Disc(®) three times per week for 4 weeks and a control group that received no training. All games require participants to control virtual avatars by shifting the center of mass in different directions. Both devices differ in their physical properties. The Balance Board provides a stable surface, whereas the Challenge Disc can be tilted in all directions. Dependent variables were the game scores on both devices and the center of pressure (COP) displacements measured via force plate. At posttest, both intervention groups showed significant increases in performance on the trained games compared to controls. However, there were no relevant transfer effects to performance on the untrained device and no changes in COP path length in quiet stance. These results suggest that training effects on both devices are highly specific and do not transfer to tasks with different postural demands. Copyright © 2015 Elsevier B.V. All rights reserved.

Video game-based neuromuscular electrical stimulation system for calf muscle training: a case study.

PubMed

Sayenko, D G; Masani, K; Milosevic, M; Robinson, M F; Vette, A H; McConville, K M V; Popovic, M R

2011-03-01

A video game-based training system was designed to integrate neuromuscular electrical stimulation (NMES) and visual feedback as a means to improve strength and endurance of the lower leg muscles, and to increase the range of motion (ROM) of the ankle joints. The system allowed the participants to perform isotonic concentric and isometric contractions in both the plantarflexors and dorsiflexors using NMES. In the proposed system, the contractions were performed against exterior resistance, and the angle of the ankle joints was used as the control input to the video game. To test the practicality of the proposed system, an individual with chronic complete spinal cord injury (SCI) participated in the study. The system provided a progressive overload for the trained muscles, which is a prerequisite for successful muscle training. The participant indicated that he enjoyed the video game-based training and that he would like to continue the treatment. The results show that the training resulted in a significant improvement of the strength and endurance of the paralyzed lower leg muscles, and in an increased ROM of the ankle joints. Video game-based training programs might be effective in motivating participants to train more frequently and adhere to otherwise tedious training protocols. It is expected that such training will not only improve the properties of their muscles but also decrease the severity and frequency of secondary complications that result from SCI. Copyright © 2010 IPEM. All rights reserved.

Cognitive and neural plasticity in older adults’ prospective memory following training with the Virtual Week computer game

PubMed Central

Rose, Nathan S.; Rendell, Peter G.; Hering, Alexandra; Kliegel, Matthias; Bidelman, Gavin M.; Craik, Fergus I. M.

2015-01-01

Prospective memory (PM) – the ability to remember and successfully execute our intentions and planned activities – is critical for functional independence and declines with age, yet few studies have attempted to train PM in older adults. We developed a PM training program using the Virtual Week computer game. Trained participants played the game in 12, 1-h sessions over 1 month. Measures of neuropsychological functions, lab-based PM, event-related potentials (ERPs) during performance on a lab-based PM task, instrumental activities of daily living, and real-world PM were assessed before and after training. Performance was compared to both no-contact and active (music training) control groups. PM on the Virtual Week game dramatically improved following training relative to controls, suggesting PM plasticity is preserved in older adults. Relative to control participants, training did not produce reliable transfer to laboratory-based tasks, but was associated with a reduction of an ERP component (sustained negativity over occipito-parietal cortex) associated with processing PM cues, indicative of more automatic PM retrieval. Most importantly, training produced far transfer to real-world outcomes including improvements in performance on real-world PM and activities of daily living. Real-world gains were not observed in either control group. Our findings demonstrate that short-term training with the Virtual Week game produces cognitive and neural plasticity that may result in real-world benefits to supporting functional independence in older adulthood. PMID:26578936

Mobile Game for Learning Bacteriology

ERIC Educational Resources Information Center

Sugimura, Ryo; Kawazu, Sotaro; Tamari, Hiroki; Watanabe, Kodai; Nishimura, Yohei; Oguma, Toshiki; Watanabe, Katsushiro; Kaneko, Kosuke; Okada, Yoshihiro; Yoshida, Motofumi; Takano, Shigeru; Inoue, Hitoshi

2014-01-01

This paper treats serious games. Recently, one of the game genres called serious game has become popular, which has other purposes besides enjoyments like education, training and so on. Especially, learning games of the serious games seem very attractive for the age of video games so that the authors developed a mobile game for learning…

32 CFR 770.6 - Restrictions.

Code of Federal Regulations, 2014 CFR

2014-07-01

... buckshot to hunt any game; use of a light, attached to a vehicle or otherwise, for the purpose of spotting game; use of dogs for hunting or tracking deer; training deer dogs on the Reservation; training or... are posted daily at the Game Checking Station. (e) Weapons will not be loaded outside of hunting hours...

32 CFR 770.6 - Restrictions.

Code of Federal Regulations, 2011 CFR

2011-07-01

... buckshot to hunt any game; use of a light, attached to a vehicle or otherwise, for the purpose of spotting game; use of dogs for hunting or tracking deer; training deer dogs on the Reservation; training or... are posted daily at the Game Checking Station. (e) Weapons will not be loaded outside of hunting hours...

32 CFR 770.6 - Restrictions.

Code of Federal Regulations, 2010 CFR

2010-07-01

... buckshot to hunt any game; use of a light, attached to a vehicle or otherwise, for the purpose of spotting game; use of dogs for hunting or tracking deer; training deer dogs on the Reservation; training or... are posted daily at the Game Checking Station. (e) Weapons will not be loaded outside of hunting hours...

Video Games as a Training Tool to Prepare the Next Generation of Cyber Warriors

DTIC Science & Technology

2014-10-01

2. REPORT TYPE N/A 3. DATES COVERED - 4 . TITLE AND SUBTITLE Video Games as a Training Tool to Prepare the Next Generation of Cyber Warriors...CYBERSECURITY WORKFORCE SHORTAGE .......................................................................... 3 4 1.1 GREATER CYBERSECURITY EDUCATION IS... 4 6 2.1 HOW VIDEO GAMES CAN BE EFFECTIVE LEARNING TOOLS

32 CFR 770.6 - Restrictions.

Code of Federal Regulations, 2013 CFR

2013-07-01

... buckshot to hunt any game; use of a light, attached to a vehicle or otherwise, for the purpose of spotting game; use of dogs for hunting or tracking deer; training deer dogs on the Reservation; training or... are posted daily at the Game Checking Station. (e) Weapons will not be loaded outside of hunting hours...

The Long History of Gaming in Military Training

DTIC Science & Technology

2010-02-01

control number. 1. REPORT DATE 2010 2. REPORT TYPE 3. DATES COVERED 00-00-2010 to 00-00-2010 4 . TITLE AND SUBTITLE The long history of gaming...Issue 4 games for military training was exposed to the general public in the “funny papers” (Caniff, 1992). Figure 2. Steve Canyon...online Playstation titles. At the same time, entertainment games and the technologies that are behind them, seeped into the military domain. Epic’s

A Simple Classification Model for Debriefing Simulation Games

ERIC Educational Resources Information Center

Peters, Vincent A. M.; Vissers, Geert A. N.

2004-01-01

Debriefing is an important phase in using simulation games. Participants are invited to make a connection between experiences gained from playing the game and experiences in real-life situations. Thus, debriefing is the phase meant to encourage learning from the simulation game. Although design and practice of debriefing sessions should be aligned…

Emotional Arousal and Attitude Change During Simulation Games.

ERIC Educational Resources Information Center

Kidder, Steven J.

Psysiological and behavioral indices of emotional arousal and mood during performance in a simulation game were investigated. The hypotheses tested were: (1) there will be attitude change following participation in the social simulation game, Ghetto; (2) this change in attitude will be related to the players' emotional involvement in the game as…

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…

AN-CASE NET-CENTRIC modeling and simulation

NASA Astrophysics Data System (ADS)

Baskinger, Patricia J.; Chruscicki, Mary Carol; Turck, Kurt

2009-05-01

The objective of mission training exercises is to immerse the trainees into an environment that enables them to train like they would fight. The integration of modeling and simulation environments that can seamlessly leverage Live systems, and Virtual or Constructive models (LVC) as they are available offers a flexible and cost effective solution to extending the "war-gaming" environment to a realistic mission experience while evolving the development of the net-centric enterprise. From concept to full production, the impact of new capabilities on the infrastructure and concept of operations, can be assessed in the context of the enterprise, while also exposing them to the warfighter. Training is extended to tomorrow's tools, processes, and Tactics, Techniques and Procedures (TTPs). This paper addresses the challenges of a net-centric modeling and simulation environment that is capable of representing a net-centric enterprise. An overview of the Air Force Research Laboratory's (AFRL) Airborne Networking Component Architecture Simulation Environment (AN-CASE) is provide as well as a discussion on how it is being used to assess technologies for the purpose of experimenting with new infrastructure mechanisms that enhance the scalability and reliability of the distributed mission operations environment.

Action video game play and transfer of navigation and spatial cognition skills in adolescents who are blind.

PubMed

Connors, Erin C; Chrastil, Elizabeth R; Sánchez, Jaime; Merabet, Lotfi B

2014-01-01

For individuals who are blind, navigating independently in an unfamiliar environment represents a considerable challenge. Inspired by the rising popularity of video games, we have developed a novel approach to train navigation and spatial cognition skills in adolescents who are blind. Audio-based Environment Simulator (AbES) is a software application that allows for the virtual exploration of an existing building set in an action video game metaphor. Using this ludic-based approach to learning, we investigated the ability and efficacy of adolescents with early onset blindness to acquire spatial information gained from the exploration of a target virtual indoor environment. Following game play, participants were assessed on their ability to transfer and mentally manipulate acquired spatial information on a set of navigation tasks carried out in the real environment. Success in transfer of navigation skill performance was markedly high suggesting that interacting with AbES leads to the generation of an accurate spatial mental representation. Furthermore, there was a positive correlation between success in game play and navigation task performance. The role of virtual environments and gaming in the development of mental spatial representations is also discussed. We conclude that this game based learning approach can facilitate the transfer of spatial knowledge and further, can be used by individuals who are blind for the purposes of navigation in real-world environments.

Action video game play and transfer of navigation and spatial cognition skills in adolescents who are blind

PubMed Central

Connors, Erin C.; Chrastil, Elizabeth R.; Sánchez, Jaime; Merabet, Lotfi B.

2014-01-01

For individuals who are blind, navigating independently in an unfamiliar environment represents a considerable challenge. Inspired by the rising popularity of video games, we have developed a novel approach to train navigation and spatial cognition skills in adolescents who are blind. Audio-based Environment Simulator (AbES) is a software application that allows for the virtual exploration of an existing building set in an action video game metaphor. Using this ludic-based approach to learning, we investigated the ability and efficacy of adolescents with early onset blindness to acquire spatial information gained from the exploration of a target virtual indoor environment. Following game play, participants were assessed on their ability to transfer and mentally manipulate acquired spatial information on a set of navigation tasks carried out in the real environment. Success in transfer of navigation skill performance was markedly high suggesting that interacting with AbES leads to the generation of an accurate spatial mental representation. Furthermore, there was a positive correlation between success in game play and navigation task performance. The role of virtual environments and gaming in the development of mental spatial representations is also discussed. We conclude that this game based learning approach can facilitate the transfer of spatial knowledge and further, can be used by individuals who are blind for the purposes of navigation in real-world environments. PMID:24653690

An fMRI Study of the Impact of Block Building and Board Games on Spatial Ability

PubMed Central

Newman, Sharlene D.; Hansen, Mitchell T.; Gutierrez, Arianna

2016-01-01

Previous studies have found that block play, board games, and puzzles result in better spatial ability. This study focused on examining the differential impact of structured block play and board games on spatial processing. Two groups of 8-year-old children were studied. One group participated in a five session block play training paradigm and the second group had a similar training protocol but played a word/spelling board game. A mental rotation task was assessed before and after training. The mental rotation task was performed during fMRI to observe the neural changes associated with the two play protocols. Only the block play group showed effects of training for both behavioral measures and fMRI measured brain activation. Behaviorally, the block play group showed improvements in both reaction time and accuracy. Additionally, the block play group showed increased involvement of regions that have been linked to spatial working memory and spatial processing after training. The board game group showed non-significant improvements in mental rotation performance, likely related to practice effects, and no training related brain activation differences. While the current study is preliminary, it does suggest that different “spatial” play activities have differential impacts on spatial processing with structured block play but not board games showing a significant impact on mental rotation performance. PMID:27621714

Dissociable effects of game elements on motivation and cognition in a task-switching training in middle childhood

PubMed Central

Dörrenbächer, Sandra; Müller, Philipp M.; Tröger, Johannes; Kray, Jutta

2014-01-01

Although motivational reinforcers are often used to enhance the attractiveness of trainings of cognitive control in children, little is known about how such motivational manipulations of the setting contribute to separate gains in motivation and cognitive-control performance. Here we provide a framework for systematically investigating the impact of a motivational video-game setting on the training motivation, the task performance, and the transfer success in a task-switching training in middle-aged children (8–11 years of age). We manipulated both the type of training (low-demanding/single-task training vs. high-demanding/task-switching training) as well as the motivational setting (low-motivational/without video-game elements vs. high-motivational/with video-game elements) separately from another. The results indicated that the addition of game elements to a training setting enhanced the intrinsic interest in task practice, independently of the cognitive demands placed by the training type. In the task-switching group, the high-motivational training setting led to an additional enhancement of task and switching performance during the training phase right from the outset. These motivation-induced benefits projected onto the switching performance in a switching situation different from the trained one (near-transfer measurement). However, in structurally dissimilar cognitive tasks (far-transfer measurement), the motivational gains only transferred to the response dynamics (speed of processing). Hence, the motivational setting clearly had a positive impact on the training motivation and on the paradigm-specific task-switching abilities; it did not, however, consistently generalize on broad cognitive processes. These findings shed new light on the conflation of motivation and cognition in childhood and may help to refine guidelines for designing adequate training interventions. PMID:25431564

Examining neural correlates of skill acquisition in a complex videogame training program.

PubMed

Prakash, Ruchika S; De Leon, Angeline A; Mourany, Lyla; Lee, Hyunkyu; Voss, Michelle W; Boot, Walter R; Basak, Chandramallika; Fabiani, Monica; Gratton, Gabriele; Kramer, Arthur F

2012-01-01

Acquisition of complex skills is a universal feature of human behavior that has been conceptualized as a process that starts with intense resource dependency, requires effortful cognitive control, and ends in relative automaticity on the multi-faceted task. The present study examined the effects of different theoretically based training strategies on cortical recruitment during acquisition of complex video game skills. Seventy-five participants were recruited and assigned to one of three training groups: (1) Fixed Emphasis Training (FET), in which participants practiced the game, (2) Hybrid Variable-Priority Training (HVT), in which participants practiced using a combination of part-task training and variable priority training, or (3) a Control group that received limited game play. After 30 h of training, game data indicated a significant advantage for the two training groups relative to the control group. The HVT group demonstrated enhanced benefits of training, as indexed by an improvement in overall game score and a reduction in cortical recruitment post-training. Specifically, while both groups demonstrated a significant reduction of activation in attentional control areas, namely the right middle frontal gyrus, right superior frontal gyrus, and the ventral medial prefrontal cortex, participants in the control group continued to engage these areas post-training, suggesting a sustained reliance on attentional regions during challenging task demands. The HVT group showed a further reduction in neural resources post-training compared to the FET group in these cognitive control regions, along with reduced activation in the motor and sensory cortices and the posteromedial cortex. Findings suggest that training, specifically one that emphasizes cognitive flexibility can reduce the attentional demands of a complex cognitive task, along with reduced reliance on the motor network.

Examining neural correlates of skill acquisition in a complex videogame training program

PubMed Central

Prakash, Ruchika S.; De Leon, Angeline A.; Mourany, Lyla; Lee, Hyunkyu; Voss, Michelle W.; Boot, Walter R.; Basak, Chandramallika; Fabiani, Monica; Gratton, Gabriele; Kramer, Arthur F.

2012-01-01

Acquisition of complex skills is a universal feature of human behavior that has been conceptualized as a process that starts with intense resource dependency, requires effortful cognitive control, and ends in relative automaticity on the multi-faceted task. The present study examined the effects of different theoretically based training strategies on cortical recruitment during acquisition of complex video game skills. Seventy-five participants were recruited and assigned to one of three training groups: (1) Fixed Emphasis Training (FET), in which participants practiced the game, (2) Hybrid Variable-Priority Training (HVT), in which participants practiced using a combination of part-task training and variable priority training, or (3) a Control group that received limited game play. After 30 h of training, game data indicated a significant advantage for the two training groups relative to the control group. The HVT group demonstrated enhanced benefits of training, as indexed by an improvement in overall game score and a reduction in cortical recruitment post-training. Specifically, while both groups demonstrated a significant reduction of activation in attentional control areas, namely the right middle frontal gyrus, right superior frontal gyrus, and the ventral medial prefrontal cortex, participants in the control group continued to engage these areas post-training, suggesting a sustained reliance on attentional regions during challenging task demands. The HVT group showed a further reduction in neural resources post-training compared to the FET group in these cognitive control regions, along with reduced activation in the motor and sensory cortices and the posteromedial cortex. Findings suggest that training, specifically one that emphasizes cognitive flexibility can reduce the attentional demands of a complex cognitive task, along with reduced reliance on the motor network. PMID:22615690

Enhanced learning of proportional math through music training and spatial-temporal training.

PubMed

Graziano, A B; Peterson, M; Shaw, G L

1999-03-01

It was predicted, based on a mathematical model of the cortex, that early music training would enhance spatial-temporal reasoning. We have demonstrated that preschool children given six months of piano keyboard lessons improved dramatically on spatial-temporal reasoning while children in appropriate control groups did not improve. It was then predicted that the enhanced spatial-temporal reasoning from piano keyboard training could lead to enhanced learning of specific math concepts, in particular proportional math, which is notoriously difficult to teach using the usual language-analytic methods. We report here the development of Spatial-Temporal Math Video Game software designed to teach fractions and proportional math, and its strikingly successful use in a study involving 237 second-grade children (age range six years eight months-eight years five months). Furthermore, as predicted, children given piano keyboard training along with the Math Video Game training scored significantly higher on proportional math and fractions than children given a control training along with the Math Video Game. These results were readily measured using the companion Math Video Game Evaluation Program. The training time necessary for children on the Math Video Game is very short, and they rapidly reach a high level of performance. This suggests that, as predicted, we are tapping into fundamental cortical processes of spatial-temporal reasoning. This spatial-temporal approach is easily generalized to teach other math and science concepts in a complementary manner to traditional language-analytic methods, and at a younger age. The neural mechanisms involved in thinking through fractions and proportional math during training with the Math Video Game might be investigated in EEG coherence studies along with priming by specific music.

Can training in a real-time strategy video game attenuate cognitive decline in older adults?

PubMed

Basak, Chandramallika; Boot, Walter R; Voss, Michelle W; Kramer, Arthur F

2008-12-01

Declines in various cognitive abilities, particularly executive control functions, are observed in older adults. An important goal of cognitive training is to slow or reverse these age-related declines. However, opinion is divided in the literature regarding whether cognitive training can engender transfer to a variety of cognitive skills in older adults. In the current study, the authors trained older adults in a real-time strategy video game for 23.5 hr in an effort to improve their executive functions. A battery of cognitive tasks, including tasks of executive control and visuospatial skills, were assessed before, during, and after video-game training. The trainees improved significantly in the measures of game performance. They also improved significantly more than the control participants in executive control functions, such as task switching, working memory, visual short-term memory, and reasoning. Individual differences in changes in game performance were correlated with improvements in task switching. The study has implications for the enhancement of executive control processes of older adults. Copyright (c) 2009 APA, all rights reserved.

Brain Training Game Improves Executive Functions and Processing Speed in the Elderly: A Randomized Controlled Trial

PubMed Central

Nouchi, Rui; Taki, Yasuyuki; Takeuchi, Hikaru; Hashizume, Hiroshi; Akitsuki, Yuko; Shigemune, Yayoi; Sekiguchi, Atsushi; Kotozaki, Yuka; Tsukiura, Takashi; Yomogida, Yukihito; Kawashima, Ryuta

2012-01-01

Background The beneficial effects of brain training games are expected to transfer to other cognitive functions, but these beneficial effects are poorly understood. Here we investigate the impact of the brain training game (Brain Age) on cognitive functions in the elderly. Methods and Results Thirty-two elderly volunteers were recruited through an advertisement in the local newspaper and randomly assigned to either of two game groups (Brain Age, Tetris). This study was completed by 14 of the 16 members in the Brain Age group and 14 of the 16 members in the Tetris group. To maximize the benefit of the interventions, all participants were non-gamers who reported playing less than one hour of video games per week over the past 2 years. Participants in both the Brain Age and the Tetris groups played their game for about 15 minutes per day, at least 5 days per week, for 4 weeks. Each group played for a total of about 20 days. Measures of the cognitive functions were conducted before and after training. Measures of the cognitive functions fell into four categories (global cognitive status, executive functions, attention, and processing speed). Results showed that the effects of the brain training game were transferred to executive functions and to processing speed. However, the brain training game showed no transfer effect on any global cognitive status nor attention. Conclusions Our results showed that playing Brain Age for 4 weeks could lead to improve cognitive functions (executive functions and processing speed) in the elderly. This result indicated that there is a possibility which the elderly could improve executive functions and processing speed in short term training. The results need replication in large samples. Long-term effects and relevance for every-day functioning remain uncertain as yet. Trial Registration UMIN Clinical Trial Registry 000002825 PMID:22253758

Variety Wins: Soccer-Playing Robots and Infant Walking.

PubMed

Ossmy, Ori; Hoch, Justine E; MacAlpine, Patrick; Hasan, Shohan; Stone, Peter; Adolph, Karen E

2018-01-01

Although both infancy and artificial intelligence (AI) researchers are interested in developing systems that produce adaptive, functional behavior, the two disciplines rarely capitalize on their complementary expertise. Here, we used soccer-playing robots to test a central question about the development of infant walking. During natural activity, infants' locomotor paths are immensely varied. They walk along curved, multi-directional paths with frequent starts and stops. Is the variability observed in spontaneous infant walking a "feature" or a "bug?" In other words, is variability beneficial for functional walking performance? To address this question, we trained soccer-playing robots on walking paths generated by infants during free play and tested them in simulated games of "RoboCup." In Tournament 1, we compared the functional performance of a simulated robot soccer team trained on infants' natural paths with teams trained on less varied, geometric paths-straight lines, circles, and squares. Across 1,000 head-to-head simulated soccer matches, the infant-trained team consistently beat all teams trained with less varied walking paths. In Tournament 2, we compared teams trained on different clusters of infant walking paths. The team trained with the most varied combination of path shape, step direction, number of steps, and number of starts and stops outperformed teams trained with less varied paths. This evidence indicates that variety is a crucial feature supporting functional walking performance. More generally, we propose that robotics provides a fruitful avenue for testing hypotheses about infant development; reciprocally, observations of infant behavior may inform research on artificial intelligence.

Balancing the playing field: collaborative gaming for physical training.

PubMed

Mace, Michael; Kinany, Nawal; Rinne, Paul; Rayner, Anthony; Bentley, Paul; Burdet, Etienne

2017-11-20

Multiplayer video games promoting exercise-based rehabilitation may facilitate motor learning, by increasing motivation through social interaction. However, a major design challenge is to enable meaningful inter-subject interaction, whilst allowing for significant skill differences between players. We present a novel motor-training paradigm that allows real-time collaboration and performance enhancement, across a wide range of inter-subject skill mismatches, including disabled vs. able-bodied partnerships. A virtual task consisting of a dynamic ball on a beam, is controlled at each end using independent digital force-sensing handgrips. Interaction is mediated through simulated physical coupling and locally-redundant control. Game performance was measured in 16 healthy-healthy and 16 patient-expert dyads, where patients were hemiparetic stroke survivors using their impaired arm. Dual-player was compared to single-player performance, in terms of score, target tracking, stability, effort and smoothness; and questionnaires probing user-experience and engagement. Performance of less-able subjects (as ranked from single-player ability) was enhanced by dual-player mode, by an amount proportionate to the partnership's mismatch. The more abled partners' performances decreased by a similar amount. Such zero-sum interactions were observed for both healthy-healthy and patient-expert interactions. Dual-player was preferred by the majority of players independent of baseline ability and subject group; healthy subjects also felt more challenged, and patients more skilled. This is the first demonstration of implicit skill balancing in a truly collaborative virtual training task leading to heightened engagement, across both healthy subjects and stroke patients.

Avatars, Media Usage, and the Linkages to E-learning Effectiveness

DTIC Science & Technology

2011-03-01

modalities. American Journal of Business Education, 3(12), 65-76. Carini, R.M., Klein, S.P., & Kuh, G.D. (2006). Student engagement and student learning...1989). Student Engagement and High School Reform. Educational Leadership, 46(5), 34. Patel, L. (2010). Continued dedication to workplace...game. Training and Simulation Journal (11)6, 38-40. 37 Ruhe, V. (2006). A Toolkit for Writing Surveys to Measure Student Engagement , Reflective

Confrontation (A Human Relations Training Unit and Simulation Game for Teacher and Administrators in a Multi-Ethnic Elementary and High School). Description of Teacher Inservice Education Materials.

ERIC Educational Resources Information Center

National Education Association, Washington, DC. Project on Utilization of Inservice Education R & D Outcomes.

The inservice teacher and administrator education program described here is intended to make teachers aware of the problems they may encounter in a multicultural, multiethnic school setting. The inservice topic is human relations, with the subject of black/white confrontation the main focus. This descriptive report provides additional information…

Feasibility study of a game integrating assessment and therapy of tinnitus.

PubMed

Wise, K; Kobayashi, K; Searchfield, G D

2015-07-15

Tinnitus, head and ear noise, is due to maladaptive plastic changes in auditory and associated neural networks. Tinnitus has been traditionally managed through the use of sound to passively mask or facilitate habituation to tinnitus, a process that may take 6-12 months. A game-based perceptual training method, requiring localisation and selective attention to sounds, was developed and customised to the individual's tinnitus perception. Eight participants tested the games usability at home. Each participant successfully completed 30 min of training, for 20 days, along with daily psychoacoustic assessment of tinnitus pitch and loudness. The training period and intensity of training appears sufficient to reduce tinnitus handicap. The training approach used may be a viable alternative to frequency discrimination based training for treating tinnitus (Hoare et al., 2014) and a useful tool in exploring learning mechanisms in the auditory system. Integration of tinnitus assessment with therapy in a game is feasible, and the method(s) warrant further investigation. Copyright © 2015 Elsevier B.V. All rights reserved.

Effect of computer game playing on baseline laparoscopic simulator skills.

PubMed

Halvorsen, Fredrik H; Cvancarova, Milada; Fosse, Erik; Mjåland, Odd

2013-08-01

Studies examining the possible association between computer game playing and laparoscopic performance in general have yielded conflicting results and neither has a relationship between computer game playing and baseline performance on laparoscopic simulators been established. The aim of this study was to examine the possible association between previous and present computer game playing and baseline performance on a virtual reality laparoscopic performance in a sample of potential future medical students. The participating students completed a questionnaire covering the weekly amount and type of computer game playing activity during the previous year and 3 years ago. They then performed 2 repetitions of 2 tasks ("gallbladder dissection" and "traverse tube") on a virtual reality laparoscopic simulator. Performance on the simulator were then analyzed for association to their computer game experience. Local high school, Norway. Forty-eight students from 2 high school classes volunteered to participate in the study. No association between prior and present computer game playing and baseline performance was found. The results were similar both for prior and present action game playing and prior and present computer game playing in general. Our results indicate that prior and present computer game playing may not affect baseline performance in a virtual reality simulator.

Online games training aging brains: limited transfer to cognitive control functions.

PubMed

van Muijden, Jesse; Band, Guido P H; Hommel, Bernhard

2012-01-01

The prevalence of age-related cognitive decline will increase due to graying of the global population. The goal of the present study was to test whether playing online cognitive training games can improve cognitive control (CC) in healthy older adults. Fifty-four older adults (age 60-77) played five different cognitive training games online for 30 min a day over a period of seven weeks (game group). Another group of 20 older adults (age 61-73) instead answered quiz questions about documentaries online (documentary group). Transfer was assessed by means of a cognitive test battery administered before and after the intervention. The test battery included measures of working memory updating, set shifting, response inhibition, attention, and inductive reasoning. Compared with the documentary group, the game group showed larger improvement of inhibition (Stop-Signal task) and inductive reasoning (Raven-SPM), whereas the documentary group showed more improvement in selective attention (UFoV-3). These effects qualify as transfer effects, because response inhibition, inductive reasoning and selective attention were not targeted by the interventions. However, because seven other indicators of CC did not show benefits of game training and some of those that did suffered from potential baseline differences, the study as a whole provides only modest support for the potential of videogame training to improve CC in healthy older adults.

Action Video Game Training for Healthy Adults: A Meta-Analytic Study

PubMed Central

Wang, Ping; Liu, Han-Hui; Zhu, Xing-Ting; Meng, Tian; Li, Hui-Jie; Zuo, Xi-Nian

2016-01-01

Action video game (AVG) has attracted increasing attention from both the public and from researchers. More and more studies found video game training improved a variety of cognitive functions. However, it remains controversial whether healthy adults can benefit from AVG training, and whether young and older adults benefit similarly from AVG training. In the present study, we aimed to quantitatively assess the AVG training effect on the cognitive ability of adults and to compare the training effects on young and older adults by conducting a meta-analysis on previous findings. We systematically searched video game training studies published between January 1986 and July 2015. Twenty studies were included in the present meta-analysis, for a total of 313 participants included in the training group and 323 participants in the control group. The results demonstrate that healthy adults achieve moderate benefit from AVG training in overall cognitive ability and moderate to small benefit in specific cognitive domains. In contrast, young adults gain more benefits from AVG training than older adults in both overall cognition and specific cognitive domains. Age, education, and some methodological factors, such as the session duration, session number, total training duration, and control group type, modulated the training effects. These meta-analytic findings provide evidence that AVG training may serve as an efficient way to improve the cognitive performance of healthy adults. We also discussed several directions for future AVG training studies. PMID:27378996

Action Video Game Training for Healthy Adults: A Meta-Analytic Study.

PubMed

Wang, Ping; Liu, Han-Hui; Zhu, Xing-Ting; Meng, Tian; Li, Hui-Jie; Zuo, Xi-Nian

2016-01-01

Action video game (AVG) has attracted increasing attention from both the public and from researchers. More and more studies found video game training improved a variety of cognitive functions. However, it remains controversial whether healthy adults can benefit from AVG training, and whether young and older adults benefit similarly from AVG training. In the present study, we aimed to quantitatively assess the AVG training effect on the cognitive ability of adults and to compare the training effects on young and older adults by conducting a meta-analysis on previous findings. We systematically searched video game training studies published between January 1986 and July 2015. Twenty studies were included in the present meta-analysis, for a total of 313 participants included in the training group and 323 participants in the control group. The results demonstrate that healthy adults achieve moderate benefit from AVG training in overall cognitive ability and moderate to small benefit in specific cognitive domains. In contrast, young adults gain more benefits from AVG training than older adults in both overall cognition and specific cognitive domains. Age, education, and some methodological factors, such as the session duration, session number, total training duration, and control group type, modulated the training effects. These meta-analytic findings provide evidence that AVG training may serve as an efficient way to improve the cognitive performance of healthy adults. We also discussed several directions for future AVG training studies.

Virtual Gaming Simulation in Nursing Education: A Focus Group Study.

PubMed

Verkuyl, Margaret; Hughes, Michelle; Tsui, Joyce; Betts, Lorraine; St-Amant, Oona; Lapum, Jennifer L

2017-05-01

The use of serious gaming in a virtual world is a novel pedagogical approach in nursing education. A virtual gaming simulation was implemented in a health assessment class that focused on mental health and interpersonal violence. The study's purpose was to explore students' experiences of the virtual gaming simulation. Three focus groups were conducted with a convenience sample of 20 first-year nursing students after they completed the virtual gaming simulation. Analysis yielded five themes: (a) Experiential Learning, (b) The Learning Process, (c) Personal Versus Professional, (d) Self-Efficacy, and (e) Knowledge. Virtual gaming simulation can provide experiential learning opportunities that promote engagement and allow learners to acquire and apply new knowledge while practicing skills in a safe and realistic environment. [J Nurs Educ. 2017;56(5):274-280.]. Copyright 2017, SLACK Incorporated.

Games and Simulations in Online Learning: Research and Development Frameworks

ERIC Educational Resources Information Center

Gibson, David; Aldrich, Clark; Prensky, Marc

2007-01-01

Games and Simulations in Online Learning: Research and Development Frameworks examines the potential of games and simulations in online learning, and how the future could look as developers learn to use the emerging capabilities of the Semantic Web. It presents a general understanding of how the Semantic Web will impact education and how games and…

Proceedings of the National Gaming Council's Eleventh Annual Symposium.

ERIC Educational Resources Information Center

Kidder, Steven J.; Nafziger, Alyce W., Comp.

The Academic Games program (which aims at developing and testing simulation games for the schools) of the Center for Social Organization of Schools has sponsored this report of the proceedings of the National Gaming Council's Eleventh Annual Symposium. Sessions of the symposium considered simulations and games in education, management,…

MACBETH: Development of a Training Game for the Mitigation of Cognitive Bias

ERIC Educational Resources Information Center

Dunbar, Norah E.; Wilson, Scott N.; Adame, Bradley J.; Elizondo, Javier; Jensen, Matthew L.; Miller, Claude H.; Kauffman, Abigail Allums; Seltsam, Toby; Bessarabova, Elena; Vincent, Cindy; Straub, Sara K.; Ralston, Ryan; Dulawan, Christopher L.; Ramirez, Dennis; Squire, Kurt; Valacich, Joseph S.; Burgoon, Judee K.

2013-01-01

This paper describes the process of rapid iterative prototyping used by a research team developing a training video game for the Sirius program funded by the Intelligence Advanced Research Projects Activity (IARPA). Described are three stages of development, including a paper prototype, and builds for alpha and beta testing. Game development is…

Game-Based Practice versus Traditional Practice in Computer-Based Writing Strategy Training: Effects on Motivation and Achievement

ERIC Educational Resources Information Center

Proske, Antje; Roscoe, Rod D.; McNamara, Danielle S.

2014-01-01

Achieving sustained student engagement with practice in computer-based writing strategy training can be a challenge. One potential solution is to foster engagement by embedding practice in educational games; yet there is currently little research comparing the effectiveness of game-based practice versus more traditional forms of practice. In this…

Small Combat Arms Unit Leader Training Techniques: Rules of Play for Two Player/Multiplayer Infantry Mapboard Games.

DTIC Science & Technology

1979-01-01

exercises for leadership training. Initial efforts led to the development of a mapboard game. The ’board game’ initially developed was a two-sided, free ... play map exercise for teaching infantry tactics to small unit leaders at the platoon level organizations. It was found, however, that for the benefits

Issues in training the female player

PubMed Central

Kirkendall, Donald T

2007-01-01

On the surface, the women's game appears to be similar to the men's game. On closer examination, there are subtle differences in the nature of how each gender plays the game, which are evident in the disparity between skills, tactics and fitness. The technical weaknesses of women include the first touch, dribbling, long passing and goal keeping. These skill limitations have dictated specific tactical approaches towards both attack and defence. Specific biological limitations inherent in the female player affect the pace and total work output in the women's game. Although it is unrealistic to expect the women's game to approach the work output of the men's game, specific training of skills and fitness will influence the tactical approach to the game. PMID:17504787

Helping Video Games Rewire "Our Minds"

NASA Technical Reports Server (NTRS)

Pope, Alan T.; Palsson, Olafur S.

2001-01-01

Biofeedback-modulated video games are games that respond to physiological signals as well as mouse, joystick or game controller input; they embody the concept of improving physiological functioning by rewarding specific healthy body signals with success at playing a video game. The NASA patented biofeedback-modulated game method blends biofeedback into popular off-the- shelf video games in such a way that the games do not lose their entertainment value. This method uses physiological signals (e.g., electroencephalogram frequency band ratio) not simply to drive a biofeedback display directly, or periodically modify a task as in other systems, but to continuously modulate parameters (e.g., game character speed and mobility) of a game task in real time while the game task is being performed by other means (e.g., a game controller). Biofeedback-modulated video games represent a new generation of computer and video game environments that train valuable mental skills beyond eye-hand coordination. These psychophysiological training technologies are poised to exploit the revolution in interactive multimedia home entertainment for the personal improvement, not just the diversion, of the user.

[Research and Development of A Kinect Based Virtual System for Upper Limb Rehabilitation].

PubMed

Ding, Weili; Zheng, Yazhuo; Su, Yuping; Li, Xiaoli; Wei, Xiuli

2015-06-01

We developed a rehabilitation system by using the virtual reality technique and the Kinect in this paper. The system combines rehabilitation training with HMI and serious game organically, and provides a game and motion database to meet different patients' demands. Extended interface of game database is provided in two ways: personalized games can be developed by Virtools and Flash games which are suitable for patients' rehabilitation can be download from the Internet directly. In addition, the system provides patients with flexible interaction and easy control mode, and also presents real time data recording. An objective and subjective evaluation method is proposed to review the effectiveness of the rehabilitation training. According to the results of short questionnaires and the evaluation results of patients' rehabilitation training, the system compared with traditional rehabilitation can record and analyze the training data, which is useful to make rehabilitation plans. More entertainment and lower cost will increase patients' motivation, which helps to increase the rehabilitation effectiveness.

Educational Validity of Business Gaming Simulation: A Research Methodology Framework

ERIC Educational Resources Information Center

Stainton, Andrew J.; Johnson, Johnnie E.; Borodzicz, Edward P.

2010-01-01

Many past educational validity studies of business gaming simulation, and more specifically total enterprise simulation, have been inconclusive. Studies have focused on the weaknesses of business gaming simulation; which is often regarded as an educational medium that has limitations regarding learning effectiveness. However, no attempts have been…

Active Video Games as a Training Tool for Individuals With Chronic Respiratory Diseases: A SYSTEMATIC REVIEW.

PubMed

Butler, Stacey J; Lee, Annemarie L; Goldstein, Roger S; Brooks, Dina

2018-02-26

Exercise is an effective treatment for reducing symptom severity and improving quality of life for patients with chronic respiratory diseases. Active video games offer a new and enjoyable way to exercise and have gained popularity in a rehabilitation setting. However, it is unclear whether they achieve comparable physiological and clinical effects as traditional exercise training. A systematic literature search was performed to identify studies that included an active video game component as a form of exercise training and a comparator group in chronic respiratory disease. Two assessors independently reviewed study quality using the Cochrane risk of bias tool and extracted data for exercise capacity, quality of life, and preference of exercise model. Six studies were included in this review. Because of the heterogeneity of the populations, study designs, length of intervention, and outcome measures, meta-analysis could not be performed. Active video game training resulted in comparable training maximal heart rate and dyspnea levels to those achieved when exercising using a treadmill or cycle (n = 5). There was insufficient evidence (n = 3) to determine whether active video game training improved exercise capacity as measured by 6-min walk test or treadmill endurance walking. Although the quality of evidence was low, in a small number of studies active video games induced peak heart rates and dyspnea levels comparable with traditional exercise training. Larger and longer-term randomized controlled trials are needed to establish the impact of video game training for individuals with chronic respiratory diseases.This is an open-access article distributed under the terms of the Creative Commons Attribution-Non Commercial-No Derivatives License 4.0 (CCBY-NC-ND), where it is permissible to download and share the work provided it is properly cited. The work cannot be changed in any way or used commercially without permission from the journal.

Derived Transformation of Children's Pregambling Game Playing

PubMed Central

Dymond, Simon; Bateman, Helena; Dixon, Mark R

2010-01-01

Contemporary behavior-analytic perspectives on gambling emphasize the impact of verbal relations, or derived relational responding and the transformation of stimulus functions, on the initiation and maintenance of gambling. Approached in this way, it is possible to undertake experimental analysis of the role of verbal/mediational variables in gambling behavior. The present study therefore sought to demonstrate the ways new stimuli could come to have functions relevant to gambling without those functions being trained directly. Following a successful derived-equivalence-relations test, a simulated board game established high- and low-roll functions for two concurrently presented dice labelled with members of the derived relations. During the test for derived transformation, children were reexposed to the board game with dice labelled with indirectly related stimuli. All participants except 1 who passed the equivalence relations test selected the die that was indirectly related to the trained high-roll die more often than the die that was indirectly related to low-roll die, despite the absence of differential outcomes. All participants except 3 also gave the derived high-roll die higher liking ratings than the derived low-roll die. The implications of the findings for behavior-analytic research on gambling and the development of verbally-based interventions for disordered gambling are discussed. PMID:21541176

Derived transformation of children's pregambling game playing.

PubMed

Dymond, Simon; Bateman, Helena; Dixon, Mark R

2010-11-01

Contemporary behavior-analytic perspectives on gambling emphasize the impact of verbal relations, or derived relational responding and the transformation of stimulus functions, on the initiation and maintenance of gambling. Approached in this way, it is possible to undertake experimental analysis of the role of verbal/mediational variables in gambling behavior. The present study therefore sought to demonstrate the ways new stimuli could come to have functions relevant to gambling without those functions being trained directly. Following a successful derived-equivalence-relations test, a simulated board game established high- and low-roll functions for two concurrently presented dice labelled with members of the derived relations. During the test for derived transformation, children were reexposed to the board game with dice labelled with indirectly related stimuli. All participants except 1 who passed the equivalence relations test selected the die that was indirectly related to the trained high-roll die more often than the die that was indirectly related to low-roll die, despite the absence of differential outcomes. All participants except 3 also gave the derived high-roll die higher liking ratings than the derived low-roll die. The implications of the findings for behavior-analytic research on gambling and the development of verbally-based interventions for disordered gambling are discussed.

Video game-based coordinative training improves ataxia in children with degenerative ataxia.

PubMed

Ilg, Winfried; Schatton, Cornelia; Schicks, Julia; Giese, Martin A; Schöls, Ludger; Synofzik, Matthis

2012-11-13

Degenerative ataxias in children present a rare condition where effective treatments are lacking. Intensive coordinative training based on physiotherapeutic exercises improves degenerative ataxia in adults, but such exercises have drawbacks for children, often including a lack of motivation for high-frequent physiotherapy. Recently developed whole-body controlled video game technology might present a novel treatment strategy for highly interactive and motivational coordinative training for children with degenerative ataxias. We examined the effectiveness of an 8-week coordinative training for 10 children with progressive spinocerebellar ataxia. Training was based on 3 Microsoft Xbox Kinect video games particularly suitable to exercise whole-body coordination and dynamic balance. Training was started with a laboratory-based 2-week training phase and followed by 6 weeks training in children's home environment. Rater-blinded assessments were performed 2 weeks before laboratory-based training, immediately prior to and after the laboratory-based training period, as well as after home training. These assessments allowed for an intraindividual control design, where performance changes with and without training were compared. Ataxia symptoms were significantly reduced (decrease in Scale for the Assessment and Rating of Ataxia score, p = 0.0078) and balance capacities improved (dynamic gait index, p = 0.04) after intervention. Quantitative movement analysis revealed improvements in gait (lateral sway: p = 0.01; step length variability: p = 0.01) and in goal-directed leg placement (p = 0.03). Despite progressive cerebellar degeneration, children are able to improve motor performance by intensive coordination training. Directed training of whole-body controlled video games might present a highly motivational, cost-efficient, and home-based rehabilitation strategy to train dynamic balance and interaction with dynamic environments in a large variety of young-onset neurologic conditions. This study provides Class III evidence that directed training with Xbox Kinect video games can improve several signs of ataxia in adolescents with progressive ataxia as measured by SARA score, Dynamic Gait Index, and Activity-specific Balance Confidence Scale at 8 weeks of training.

Working Memory Training in the Form of Structured Games in Children with Attention Deficit Hyperactivity Disorder

PubMed Central

Khalili Kermani, Fatemeh; Mohammadi, Mohammad Reza; Yadegari, Fariba; Haresabadi, Fatemeh; Sadeghi, Seyed Mehdi

2016-01-01

Objective: In this study, a new training method of working memory (WM) was used in the form of structured games, and the effect of training was evaluated with a controlled design. The training method of WM in the form of structured games includes 20 sets of structured games that can improve WM and performance of executive functions. Method: Sixty children with attention deficit hyperactivity disorder (ADHD) aged 8.5 to 11.2 years (35 boys), using no stimulant medication were selected. We randomly assigned 30 participants to the experimental group and provided them with WM training. The training was in the form of structured games and was offered to the participants in two 60-minute sessions weekly for 12 weeks. Other participants were assigned to the control group, receiving no treatment. All the participants were also evaluated at follow-up 6 months later. The main measures were the Child Behavior Checklist (CBCL), the Digit Span and Symbol Search B subscale of the Wechsler Intelligence Scale for Children (WISC-IV); and scores of dictation and mathematics were used in terms of pre and post-test. Results: The results of the t-test revealed a significant improvement in the post-test measures as well as a significant reduction of parents’ reports of inattentiveness, and improvement in academic performance in the experimental group. However, no significant changes were found in the control group. Conclusion: The academic and working memory improvements were primarily due to the training method of WM. Our findings suggest that the training method of WM in the form of structured games may be a practical method for treating children with ADHD, but it needs to be further investigated. PMID:28050182

Working Memory Training in the Form of Structured Games in Children with Attention Deficit Hyperactivity Disorder.

PubMed

Khalili Kermani, Fatemeh; Mohammadi, Mohammad Reza; Yadegari, Fariba; Haresabadi, Fatemeh; Sadeghi, Seyed Mehdi

2016-10-01

Objective: In this study, a new training method of working memory (WM) was used in the form of structured games, and the effect of training was evaluated with a controlled design. The training method of WM in the form of structured games includes 20 sets of structured games that can improve WM and performance of executive functions. Method: Sixty children with attention deficit hyperactivity disorder (ADHD) aged 8.5 to 11.2 years (35 boys), using no stimulant medication were selected. We randomly assigned 30 participants to the experimental group and provided them with WM training. The training was in the form of structured games and was offered to the participants in two 60-minute sessions weekly for 12 weeks. Other participants were assigned to the control group, receiving no treatment. All the participants were also evaluated at follow-up 6 months later. The main measures were the Child Behavior Checklist (CBCL), the Digit Span and Symbol Search B subscale of the Wechsler Intelligence Scale for Children (WISC-IV); and scores of dictation and mathematics were used in terms of pre and post-test. Results: The results of the t-test revealed a significant improvement in the post-test measures as well as a significant reduction of parents' reports of inattentiveness, and improvement in academic performance in the experimental group. However, no significant changes were found in the control group. Conclusion : The academic and working memory improvements were primarily due to the training method of WM. Our findings suggest that the training method of WM in the form of structured games may be a practical method for treating children with ADHD, but it needs to be further investigated.

The effectiveness of robotic training depends on motor task characteristics.

PubMed

Marchal-Crespo, Laura; Rappo, Nicole; Riener, Robert

2017-12-01

Previous research suggests that the effectiveness of robotic training depends on the motor task to be learned. However, it is still an open question which specific task's characteristics influence the efficacy of error-modulating training strategies. Motor tasks can be classified based on the time characteristics of the task, in particular the task's duration (discrete vs. continuous). Continuous tasks require movements without distinct beginning or end. Discrete tasks require fast movements that include well-defined postures at the beginning and the end. We developed two games, one that requires a continuous movement-a tracking task-and one that requires discrete movements-a fast reaching task. We conducted an experiment with thirty healthy subjects to evaluate the effectiveness of three error-modulating training strategies-no guidance, error amplification (i.e., repulsive forces proportional to errors) and haptic guidance-on self-reported motivation and learning of the continuous and discrete games. Training with error amplification resulted in better motor learning than haptic guidance, besides the fact that error amplification reduced subjects' interest/enjoyment and perceived competence during training. Only subjects trained with error amplification improved their performance after training the discrete game. In fact, subjects trained without guidance improved the performance in the continuous game significantly more than in the discrete game, probably because the continuous task required greater attentional levels. Error-amplifying training strategies have a great potential to provoke better motor learning in continuous and discrete tasks. However, their long-lasting negative effects on motivation might limit their applicability in intense neurorehabilitation programs.

Computer-Based Training: Capitalizing on Lessons Learned

ERIC Educational Resources Information Center

Bedwell, Wendy L.; Salas, Eduardo

2010-01-01

Computer-based training (CBT) is a methodology for providing systematic, structured learning; a useful tool when properly designed. CBT has seen a resurgence given the serious games movement, which is at the forefront of integrating primarily entertainment computer-based games into education and training. This effort represents a multidisciplinary…

To Determine the Effectiveness of Board Game Simulations in the Grade Five Social Studies Program. Final Report 80-7.

ERIC Educational Resources Information Center

Green, Vicki A.

The report describes a study designed to ascertain the effectiveness of 12 board game simulations developed and used in a fifth grade Canadian history program. Questions examined include: 1) Does the use of board game simulations increase group participation and cultural, environmental, and historical awareness? 2) Does use of the games promote…

Effects of training strategies implemented in a complex videogame on functional connectivity of attentional networks.

PubMed

Voss, Michelle W; Prakash, Ruchika Shaurya; Erickson, Kirk I; Boot, Walter R; Basak, Chandramallika; Neider, Mark B; Simons, Daniel J; Fabiani, Monica; Gratton, Gabriele; Kramer, Arthur F

2012-01-02

We used the Space Fortress videogame, originally developed by cognitive psychologists to study skill acquisition, as a platform to examine learning-induced plasticity of interacting brain networks. Novice videogame players learned Space Fortress using one of two training strategies: (a) focus on all aspects of the game during learning (fixed priority), or (b) focus on improving separate game components in the context of the whole game (variable priority). Participants were scanned during game play using functional magnetic resonance imaging (fMRI), both before and after 20 h of training. As expected, variable priority training enhanced learning, particularly for individuals who initially performed poorly. Functional connectivity analysis revealed changes in brain network interaction reflective of more flexible skill learning and retrieval with variable priority training, compared to procedural learning and skill implementation with fixed priority training. These results provide the first evidence for differences in the interaction of large-scale brain networks when learning with different training strategies. Our approach and findings also provide a foundation for exploring the brain plasticity involved in transfer of trained abilities to novel real-world tasks such as driving, sport, or neurorehabilitation. Copyright © 2011 Elsevier Inc. All rights reserved.

Impact of an Aging Simulation Game on Pharmacy Students’ Empathy for Older Adults

PubMed Central

Kiersma, Mary E.; Yehle, Karen S.; Plake, Kimberly S.

2015-01-01

Objective. To evaluate changes in empathy and perceptions as well as game experiences among student pharmacists participating in an aging simulation game. Methods. First-year student pharmacists participated in an aging simulation game. Changes were measured pre/post-activity using the Kiersma-Chen Empathy Scale (KCES) and Jefferson Scale of Empathy – Health Professions Scale (JSE-HPS) for empathy and the Aging Simulation Experience Survey (ASES) for perceptions of older adults’ experiences and game experiences. Wilcoxon signed rank tests were used to determine changes. Results. One hundred fifty-six student pharmacists completed the instruments. Empathy using the KCES and JSE-HPS improved significantly. Of the 13 items in the ASES, 9 significantly improved. Conclusion. Simulation games may help students overcome challenges demonstrating empathy and positive attitudes toward elderly patients. PMID:26396274

Why Games Work and the Science of Learning

NASA Technical Reports Server (NTRS)

Murphy, Curtiss

2012-01-01

In 2010, the Navy formally added the Damage Control Trainer (DCT) to the recruit training program at Great Lakes, Illinois. Despite the incredibly dense training schedule at the Navy's boot camp, the instructors were willing to set aside two hours of time for recruits to play a game. Why? Because it worked. Even with just one hour of play, research showed that recruits gained a 50-80% improvement in performance that transferred to Battle Stations 21 (B821), the Navy's capstone training event. This paper explores why games makes these kinds of results possible. It argues that the things that are known to improve learning are almost exactly the same reasons why games work: the time-honored laws of learning. It concludes that the traditional gulf between instructional design and game design is really an issue of perspective, rather than fundamentals.

Learning, attentional control, and action video games.

PubMed

Green, C S; Bavelier, D

2012-03-20

While humans have an incredible capacity to acquire new skills and alter their behavior as a result of experience, enhancements in performance are typically narrowly restricted to the parameters of the training environment, with little evidence of generalization to different, even seemingly highly related, tasks. Such specificity is a major obstacle for the development of many real-world training or rehabilitation paradigms, which necessarily seek to promote more general learning. In contrast to these typical findings, research over the past decade has shown that training on 'action video games' produces learning that transfers well beyond the training task. This has led to substantial interest among those interested in rehabilitation, for instance, after stroke or to treat amblyopia, or training for various precision-demanding jobs, for instance, endoscopic surgery or piloting unmanned aerial drones. Although the predominant focus of the field has been on outlining the breadth of possible action-game-related enhancements, recent work has concentrated on uncovering the mechanisms that underlie these changes, an important first step towards the goal of designing and using video games for more definite purposes. Game playing may not convey an immediate advantage on new tasks (increased performance from the very first trial), but rather the true effect of action video game playing may be to enhance the ability to learn new tasks. Such a mechanism may serve as a signature of training regimens that are likely to produce transfer of learning. Copyright © 2012 Elsevier Ltd. All rights reserved.

Games for Traffic Education: An Experimental Study of a Game-Based Driving Simulator

ERIC Educational Resources Information Center

Backlund, Per; Engstrom, Henrik; Johannesson, Mikael; Lebram, Mikael

2010-01-01

In this article, the authors report on the construction and evaluation of a game-based driving simulator using a real car as a joystick. The simulator is constructed from off-the-shelf hardware and the simulation runs on open-source software. The feasibility of the simulator as a learning tool has been experimentally evaluated. Results are…

Instructor feedback versus no instructor feedback on performance in a laparoscopic virtual reality simulator: a randomized educational trial.

PubMed

Oestergaard, Jeanett; Bjerrum, Flemming; Maagaard, Mathilde; Winkel, Per; Larsen, Christian Rifbjerg; Ringsted, Charlotte; Gluud, Christian; Grantcharov, Teodor; Ottesen, Bent; Soerensen, Jette Led

2012-02-28

Several studies have found a positive effect on the learning curve as well as the improvement of basic psychomotor skills in the operating room after virtual reality training. Despite this, the majority of surgical and gynecological departments encounter hurdles when implementing this form of training. This is mainly due to lack of knowledge concerning the time and human resources needed to train novice surgeons to an adequate level. The purpose of this trial is to investigate the impact of instructor feedback regarding time, repetitions and self-perception when training complex operational tasks on a virtual reality simulator. The study population consists of medical students on their 4th to 6th year without prior laparoscopic experience. The study is conducted in a skills laboratory at a centralized university hospital. Based on a sample size estimation 98 participants will be randomized to an intervention group or a control group. Both groups have to achieve a predefined proficiency level when conducting a laparoscopic salpingectomy using a surgical virtual reality simulator. The intervention group receives standardized instructor feedback of 10 to 12 min a maximum of three times. The control group receives no instructor feedback. Both groups receive the automated feedback generated by the virtual reality simulator. The study follows the CONSORT Statement for randomized trials. Main outcome measures are time and repetitions to reach the predefined proficiency level on the simulator. We include focus on potential sex differences, computer gaming experience and self-perception. The findings will contribute to a better understanding of optimal training methods in surgical education. NCT01497782.

Learning outcomes in a simulation game for associate degree nursing students.

PubMed

Clark-C

1977-01-01

Learning outcomes of a simulation game designed to have one-to-one correspondence between behavioral objectives and game plays is reported. The behavioral objectives were core concepts in psychiatric mental health nursing taught to associate degree nursing students. Decisions to use the simulation game method method grew out of difficulties inherent in the community college nursing program, as well as the need for self-paced, efficient, learner-centered learning and evaluative tools. After the trial and revision of the game, a number of research hypotheses were tested. Simulation gaming was found to be an effective mode of learning, and students who acted as teachers for other students learned significantly more than those who were taught. Some of the recommendations for further research were to study varied nursing populations, to add a control group, to test the long-range learning effects of playing the game, to decrease experimenter bias, to study transfer of learning to actual nurse-patient situations and changes in attitudes toward psychiatric patients, and to develop more simulation games for nursing education.

Guidelines for Using a Social Simulation/Game.

ERIC Educational Resources Information Center

Chapman, Katherine

Designed to help teachers maximize outcomes from using any social simulation/game, these guidelines are one part of a project which attempts to provide analytical and critical information on the use of simulation/games in social studies classrooms. The general approach of the guidelines is applicable to any of the simulation type activities now…

GRAB for Time: A Time Management Skills Board Game.

ERIC Educational Resources Information Center

Kirk, James; Patterson, Aimee; Woody, Connie; Lewis, Kathy; Cook, Marian; Duckett, Steve

In addition to a brief introduction to time management, this document contains a training manual for teaching time management skills to workers at all levels in an organization. The training is offered in the form of a board game that takes approximately 1-1/2 to 2 hours to play. Among the time management principles learned in the game are…

The use of virtual reality tools in surgical education.

PubMed

Smith, Andrew

2010-03-01

Advances in computing, specifically those used for simulation and games technology has allowed for exciting developments in dental and surgical education. At the same time concerns are being raised that students with relatively little training, practise to improve their skill on patients with all of the inherent risks that may occur. Simulation in dentistry has been practised for many years and so the concept is not new to the profession. New tools have been developed that both enhance teaching and learning and are also useful for assessment of students and trainees. The challenge of virtual and simulated reality tools is to have the required fidelity to improve teaching and learning outcomes over the currently utilized methodology.

Educational Game Development Approach to a particular case: the donor's evaluation.

PubMed

Borro Escribano, B; del Blanco, A; Torrente, J; Borro Mate, J M; Fernandez Manjon, B

2015-01-01

Serious games are a current trend nowadays. Almost every sector has used serious games in recent years for different educational purposes. The eLearning research team of the Complutense University of Madrid main focus of research is the development of low-cost serious games. During the past 10 years, we have been working with and developing serious games, paying special attention to those related to healthcare. From all these studies, a methodology was defined-the Educational Game Development Approach (EGDA)-to design, develop, and evaluate game-like simulations or serious games in healthcare. We present the application of the EGDA to a particular case, the development of a serious game representing the donor's evaluation in an intensive care unit from the point of view of a hospital coordinator following the EGDA methodology. In this simulation, we changed the strategy of selection of teaching cases by exponentially increasing the number of teaching cases. This kind of educational content provides several benefits to students as they learn while playing; they receive immediate feedback of mistakes and correct moves and an objective assessment. These simulations allow the students to practice in a risk-free environment. Moreover, the addition of game elements increases engagement and promotes the retention of important information. A game-like simulation has been developed through the use of this methodology. This simulation represents a complex medical procedure. Copyright © 2015 Elsevier Inc. All rights reserved.

The effect of deliberate play on tactical performance in basketball.

PubMed

Greco, Pablo; Memmert, Daniel; Morales, Juan C P

2010-06-01

This field-based study analyzed effects of a deliberate-play training program in basketball on tactical game intelligence and tactical creativity. 22 youth basketball players, ages 10 to 12 years, completed basketball training in one of two equal-sized groups. The deliberate-play training program contained unstructured game forms in basketball. The placebo group played in traditional structured basketball game forms. Tactical intelligence and creativity was assessed before and after an 18-lesson intervention. Analysis showed significant training improvement only for the deliberate-play group. In addition, this outperformance of the placebo group was not only observed for tactical creativity but also for tactical intelligence.

Training play behavior in a 5-year-old boy with developmental disabilities.

PubMed

Arntzen, Erik; Halstadtrø, Ann-Mari; Halstadtrø, Monica

2003-01-01

The purpose of the current study was twofold: (a) to investigate if it was possible to train three different games (both as a leader and as a participant) to a child with developmental disabilities through interaction with 4 typically developing peers, and (b) to examine if correct responding would be maintained after the training was faded. A multiple probe design across three games was used. The results showed that the child learned both skills as a leader and as a participant in all three games, and that skills were maintained for a period of 3 weeks after the training had stopped.

Training play behavior in a 5-year-old boy with developmental disabilities.

PubMed Central

Arntzen, Erik; Halstadtrø, Ann-Mari; Halstadtrø, Monica

2003-01-01

The purpose of the current study was twofold: (a) to investigate if it was possible to train three different games (both as a leader and as a participant) to a child with developmental disabilities through interaction with 4 typically developing peers, and (b) to examine if correct responding would be maintained after the training was faded. A multiple probe design across three games was used. The results showed that the child learned both skills as a leader and as a participant in all three games, and that skills were maintained for a period of 3 weeks after the training had stopped. PMID:14596578

Prudence, pleasure, and cognitive ageing: Configurations of the uses and users of brain training games within UK media, 2005-2015.

PubMed

Pickersgill, Martyn; Broer, Tineke; Cunningham-Burley, Sarah; Deary, Ian

2017-08-01

The use of 'brain training' games is often regarded as relating to wider ideals of self-improvement and youthfulness. Hence, use is intertwined with discourses of 'active' ageing. This paper analyzes how the use and users of brain training games were configured in the UK media, from 2005 to 2015, and examines how notions of active ageing relate to these representations. Game users were rarely constructed solely as gamers, and were more often presented as prudent individuals focused on a serious goal. This configuration related to assumed and enjoined motivations for brain training; specifically, users were commonly framed as seeking to enhance cognition and limit/delay cognitive decline. Scientific evidence about brain training was often deployed to explain how games might work; sometimes, however, it was used to undermine the utility of games and assert the significance and cognitive health-benefits of other activities. A minority of texts explicitly critiqued ideals of self-improvement, arguing that game playing was important for its own sake. Yet, even the pleasure associated with gaming was occasionally instrumentalized as a mechanism for ensuring prudent life choices. The analysis casts fresh light on how debates around health, ageing, and science correspond to configurations of technology uses and users. It presents evidence of the widespread cultural circulation of enjoiners regarding self-care and healthy ageing within British society. However, the paper also provides indications of the limits to such imperatives: discourses of pleasure co-exist with and perhaps supplant logics of prudence in (accounts of) practices ostensibly aimed at ageing 'well'. Copyright © 2017 The Authors. Published by Elsevier Ltd.. All rights reserved.

Energy expenditure and enjoyment during video game play: differences by game type.

PubMed

Lyons, Elizabeth J; Tate, Deborah F; Ward, Dianne S; Bowling, J Michael; Ribisl, Kurt M; Kalyararaman, Sriram

2011-10-01

Play of physically active video games may be a way to increase physical activity and/or decrease sedentary behavior, but games are not universally active or enjoyable. Active games may differ from traditional games on important attributes, which may affect frequency and intensity of play. The purpose of this study was to investigate differences in energy expenditure and enjoyment across four game types: shooter (played with traditional controllers), band simulation (guitar or drum controller), dance simulation (dance mat controller), and fitness (balance board controller). Energy expenditure (METs) and enjoyment were measured across 10 games in 100 young adults age 18-35 yr (50 women). All games except shooter games significantly increased energy expenditure over rest (P < 0.001). Fitness and dance games increased energy expenditure by 322% (mean ± SD = 3.10 ± 0.89 METs) and 298% (2.91 ± 0.87 METs), which was greater than that produced by band simulation (73%, 1.28 ± 0.28 METs) and shooter games (23%, 0.91 ± 0.16 METs). However, enjoyment was higher in band simulation games than in other types (P < 0.001). Body mass-corrected energy expenditure was greater in normal weight than in overweight participants in the two most active game types (P < 0.001). Active video games can significantly increase energy expended during screen time, but these games are less enjoyable than other more sedentary games, suggesting that they may be less likely to be played over time. Less active but more enjoyable video games may be a promising method for decreasing sedentary behavior.

Energy Expenditure and Enjoyment during Video Game Play: Differences by Game Type

PubMed Central

Lyons, Elizabeth J.; Tate, Deborah F.; Ward, Dianne S.; Bowling, J. Michael; Ribisl, Kurt M.; Kalyararaman, Sriram

2012-01-01

Purpose Play of physically active video games may be a way to increase physical activity and/or decrease sedentary behavior, but games are not universally active or enjoyable. Active games may differ from traditional games on important attributes, which may affect frequency and intensity of play. The purpose of this study was to investigate differences in energy expenditure and enjoyment across four game types: shooter (played with traditional controllers), band simulation (guitar or drum controller), dance simulation (dance mat controller), and fitness (balance board controller). Methods Energy expenditure (metabolic equivalents [METs]) and enjoyment were measured across ten games in 100 young adults aged 18 to 35 (50 females). Results All games except shooter games significantly increased energy expenditure over rest (P < .001). Fitness and dance games increased energy expenditure by 322 (mean [SD] 3.10 [0.89] METs) and 298 (2.91 [0.87] METs) percent, which was greater than that produced by band simulation (73%, 1.28 [0.28] METs) and shooter games (23%, 0.91 [0.16] METs). However, enjoyment was higher in band simulation games than in other types (P < .001). Body mass-corrected energy expenditure was greater in normal weight than overweight participants in the two most active game types (P < .001). Conclusions Active video games can significantly increase energy expended during screen time, but these games are less enjoyable than other more sedentary games, suggesting that they may be less likely to be played over time. Less active but more enjoyable video games may be a promising method for decreasing sedentary behavior. PMID:21364477

3D CPR Game Can Improve CPR Skill Retention.

PubMed

Li, Jia; Xu, Yimin; Xu, Yahong; Yue, Peng; Sun, Liu; Guo, Ming; Xiao, Shuqin; Ding, Shu; Cui, Yanyan; Li, Shulan; Yang, Qiuying; Chang, Polun; Wu, Ying

2015-01-01

Adequate cardiopulmonary resuscitation (CPR) skill is essential in improving survival rate of sudden cardiac arrest (SCA). However, the skill deteriorates rapidly following CPR training. We developed a computer game by using 3-Dimensional virtual technology (3-D CPR game) for laypersons in the purpose to improve skill retention. As the testing phase, a randomized control trial, in which we recruited 97 freshman medical students who had no prior CPR training experience, was used to test its effect on 3-month CPR Skill retention. The usability of the game was also tested using a 33 item questionnaire rated with 5-point Likert scale. Three months after the initial CPR training, the retention rate of CPR skill in the game group was significantly higher compared with the control (p<0.05) and the average score on 4 dimensions of usability were 3.99-4.05. Overall, using 3-D CPR game in improving CPR skill retention is feasible and effective.

A dichoptic custom-made action video game as a treatment for adult amblyopia.

PubMed

Vedamurthy, Indu; Nahum, Mor; Huang, Samuel J; Zheng, Frank; Bayliss, Jessica; Bavelier, Daphne; Levi, Dennis M

2015-09-01

Previous studies have employed different experimental approaches to enhance visual function in adults with amblyopia including perceptual learning, videogame play, and dichoptic training. Here, we evaluated the efficacy of a novel dichoptic action videogame combining all three approaches. This experimental intervention was compared to a conventional, yet unstudied method of supervised occlusion while watching movies. Adults with unilateral amblyopia were assigned to either play the dichoptic action game (n=23; 'game' group), or to watch movies monocularly while the fellow eye was patched (n=15; 'movies' group) for a total of 40hours. Following training, visual acuity (VA) improved on average by ≈0.14logMAR (≈28%) in the game group, with improvements noted in both anisometropic and strabismic patients. This improvement is similar to that obtained following perceptual learning, video game play or dichoptic training. Surprisingly, patients with anisometropic amblyopia in the movies group showed similar improvement, revealing a greater impact of supervised occlusion in adults than typically thought. Stereoacuity, reading speed, and contrast sensitivity improved more for game group participants compared with movies group participants. Most improvements were largely retained following a 2-month no-contact period. This novel video game, which combines action gaming, perceptual learning and dichoptic presentation, results in VA improvements equivalent to those previously documented with each of these techniques alone. Our game intervention led to greater improvement than control training in a variety of visual functions, thus suggesting that this approach has promise for the treatment of adult amblyopia. Copyright © 2015 Elsevier Ltd. All rights reserved.

MS&G, When Worlds Collide: A Primer for Potential

DTIC Science & Technology

2006-07-01

managers must take a close look at the feature-set they hope to implement, and as a general rule of thumb, the more un- knowns, risks, and innovations ...James Paul . “What Would a State of the Art Instructional Video Game Look Like?” Innovate , Aug/Sept 2005, vol. 1, no. 6. www.innovateonline.info... Paul , Christopher, et al. Implementing and Evaluating an Innovative Approach to Simulation Training Acquisitions. Rand National Defense Research

Impact of hand dominance, gender, and experience with computer games on performance in virtual reality laparoscopy.

PubMed

Grantcharov, T P; Bardram, L; Funch-Jensen, P; Rosenberg, J

2003-07-01

The impact of gender and hand dominance on operative performance may be a subject of prejudice among surgeons, reportedly leading to discrimination and lack of professional promotion. However, very little objective evidence is available yet on the matter. This study was conducted to identify factors that influence surgeons' performance, as measured by a virtual reality computer simulator for laparoscopic surgery. This study included 25 surgical residents who had limited experience with laparoscopic surgery, having performed fewer than 10 laparoscopic cholecystectomies. The participants were registered according to their gender, hand dominance, and experience with computer games. All of the participants performed 10 repetitions of the six tasks on the Minimally Invasive Surgical Trainer-Virtual Reality (MIST-VR) within 1 month. Assessment of laparoscopic skills was based on three parameters measured by the simulator: time, errors, and economy of hand movement. Differences in performance existed between the compared groups. Men completed the tasks in less time than women ( p = 0.01, Mann-Whitney test), but there was no statistical difference between the genders in the number of errors and unnecessary movements. Individuals with right hand dominance performed fewer unnecessary movements ( p = 0.045, Mann-Whitney test), and there was a trend toward better results in terms of time and errors among the residence with right hand dominance than among those with left dominance. Users of computer games made fewer errors than nonusers ( p = 0.035, Mann-Whitney test). The study provides objective evidence of a difference in laparoscopic skills between surgeons differing gender, hand dominance, and computer experience. These results may influence the future development of training program for laparoscopic surgery. They also pose a challenge to individuals responsible for the selection and training of the residents.

Simulation Games and Political Attitudes: The Importance of Role Identification and Game Structure.

ERIC Educational Resources Information Center

Livingston, Samuel A.

In an experiment conducted under classroom conditions with 8th grade students, the simulation game "Democracy" was shown to be effective at teaching that "log-rolling" is an acceptable part of the legislative process. Two aspects of the game--role identification and game structure--were shown to contribute independently to its effectiveness.…

Design Heuristics for Authentic Simulation-Based Learning Games

ERIC Educational Resources Information Center

Ney, Muriel; Gonçalves, Celso; Balacheff, Nicolas

2014-01-01

Simulation games are games for learning based on a reference in the real world. We propose a model for authenticity in this context as a result of a compromise among learning, playing and realism. In the health game used to apply this model, students interact with characters in the game through phone messages, mail messages, SMS and video.…

Comments on "Reflections on 'A Review of Trends in Serious Gaming'"

ERIC Educational Resources Information Center

Young, Michael F.; Slota, Stephen T.; Lai, Benedict

2012-01-01

In large measure the authors agree with Tobias and Fletcher's (2012) comments stating that clearer operational definitions of game features are needed to enable research on games and learning. The authors cannot accept that games are a subset of simulations, preferring to identify instances when games and simulations overlap and when they do not.…

[Serious video games in pediatrics].

PubMed

Drummond, D; Tesnière, A; Hadchouel, A

2018-01-01

Playing video games has been associated with several negative effects in children. However, serious games, which are video games designed for a primary purpose other than pure entertainment, should not be neglected by pediatricians. In the field of public health, some serious games are a means to decrease drug consumption and improve sexual health behavior in adolescents. In schools, serious games can be used to change students' perception of the disease of one of their classmates, or to train students on basic life support. Serious games are also used with patients: they can distract them from a painful procedure, increase their compliance to treatments, or participate in their rehabilitation. Finally, serious games allow healthcare professionals to train on the management of various medical situations without risk. For every field of application, this review presents the rationale of the use of video games, followed by concrete examples of video games and the results of their scientific evaluation. Copyright © 2017 Elsevier Masson SAS. All rights reserved.

Online games training aging brains: limited transfer to cognitive control functions

PubMed Central

van Muijden, Jesse; Band, Guido P. H.; Hommel, Bernhard

2011-01-01

The prevalence of age-related cognitive decline will increase due to graying of the global population. The goal of the present study was to test whether playing online cognitive training games can improve cognitive control (CC) in healthy older adults. Fifty-four older adults (age 60–77) played five different cognitive training games online for 30 min a day over a period of seven weeks (game group). Another group of 20 older adults (age 61–73) instead answered quiz questions about documentaries online (documentary group). Transfer was assessed by means of a cognitive test battery administered before and after the intervention. The test battery included measures of working memory updating, set shifting, response inhibition, attention, and inductive reasoning. Compared with the documentary group, the game group showed larger improvement of inhibition (Stop-Signal task) and inductive reasoning (Raven-SPM), whereas the documentary group showed more improvement in selective attention (UFoV-3). These effects qualify as transfer effects, because response inhibition, inductive reasoning and selective attention were not targeted by the interventions. However, because seven other indicators of CC did not show benefits of game training and some of those that did suffered from potential baseline differences, the study as a whole provides only modest support for the potential of videogame training to improve CC in healthy older adults. PMID:22912609

Using Game Development to Engage Students in Science and Technology

NASA Technical Reports Server (NTRS)

Wiacek, John

2011-01-01

Game design workshops, camps and activities engage K-12 students In STEM disciplines that use game engine and development tools. Game development will have students create games and simulations that Will inspire them to love technology while learning math, physics, and,logic. By using tools such as Gamemaker, Alice, Unity, Gamesalad and others, students will get a sense of confidence and accomplishment creating games and simulations.

The Emergence of Agent-Based Technology as an Architectural Component of Serious Games

NASA Technical Reports Server (NTRS)

Phillips, Mark; Scolaro, Jackie; Scolaro, Daniel

2010-01-01

The evolution of games as an alternative to traditional simulations in the military context has been gathering momentum over the past five years, even though the exploration of their use in the serious sense has been ongoing since the mid-nineties. Much of the focus has been on the aesthetics of the visuals provided by the core game engine as well as the artistry provided by talented development teams to produce not only breathtaking artwork, but highly immersive game play. Consideration of game technology is now so much a part of the modeling and simulation landscape that it is becoming difficult to distinguish traditional simulation solutions from game-based approaches. But games have yet to provide the much needed interactive free play that has been the domain of semi-autonomous forces (SAF). The component-based middleware architecture that game engines provide promises a great deal in terms of options for the integration of agent solutions to support the development of non-player characters that engage the human player without the deterministic nature of scripted behaviors. However, there are a number of hard-learned lessons on the modeling and simulation side of the equation that game developers have yet to learn, such as: correlation of heterogeneous systems, scalability of both terrain and numbers of non-player entities, and the bi-directional nature of simulation to game interaction provided by Distributed Interactive Simulation (DIS) and High Level Architecture (HLA).

Virtual VMASC: A 3D Game Environment

NASA Technical Reports Server (NTRS)

Manepalli, Suchitra; Shen, Yuzhong; Garcia, Hector M.; Lawsure, Kaleen

2010-01-01

The advantages of creating interactive 3D simulations that allow viewing, exploring, and interacting with land improvements, such as buildings, in digital form are manifold and range from allowing individuals from anywhere in the world to explore those virtual land improvements online, to training military personnel in dealing with war-time environments, and to making those land improvements available in virtual worlds such as Second Life. While we haven't fully explored the true potential of such simulations, we have identified a requirement within our organization to use simulations like those to replace our front-desk personnel and allow visitors to query, naVigate, and communicate virtually with various entities within the building. We implemented the Virtual VMASC 3D simulation of the Virginia Modeling Analysis and Simulation Center (VMASC) office building to not only meet our front-desk requirement but also to evaluate the effort required in designing such a simulation and, thereby, leverage the experience we gained in future projects of this kind. This paper describes the goals we set for our implementation, the software approach taken, the modeling contribution made, and the technologies used such as XNA Game Studio, .NET framework, Autodesk software packages, and, finally, the applicability of our implementation on a variety of architectures including Xbox 360 and PC. This paper also summarizes the result of our evaluation and the lessons learned from our effort.

Correlation Between Arthroscopy Simulator and Video Game Performance: A Cross-Sectional Study of 30 Volunteers Comparing 2- and 3-Dimensional Video Games.

PubMed

Jentzsch, Thorsten; Rahm, Stefan; Seifert, Burkhardt; Farei-Campagna, Jan; Werner, Clément M L; Bouaicha, Samy

2016-07-01

To investigate the association between arthroscopy simulator performance and video game skills. This study compared the performances of 30 volunteers without experience performing arthroscopies in 3 different tasks of a validated virtual reality knee arthroscopy simulator with the video game experience using a questionnaire and actual performances in 5 different 2- and 3-dimensional (D) video games of varying genres on 2 different platforms. Positive correlations between knee arthroscopy simulator and video game performances (ρ = 0.63, P < .001) as well as experiences (ρ = 0.50, P = .005) were found. The strongest correlations were found for the task of catching (hooking) 6 foreign bodies (virtual rings; "triangulation") and the dribbling performance in a sports game and a first-person shooter game, as well as the meniscus resection and a tile-matching puzzle game (all ρ ≥ 0.60, P < .001). No correlations were found for any of the knee arthroscopy simulator tasks and a strategy game. Although knee arthroscopy performances do not correlate with 2-D strategy video game skills, they show a correlation with 2-D tile-matching puzzle games only for easier tasks with a rather limited focus, and highly correlate with 3-D sports and first-person shooter video games. These findings show that experienced and good 3-D gamers are better arthroscopists than nonexperienced and poor 3-D gamers. Level II, observational cross-sectional study. Copyright © 2016 Arthroscopy Association of North America. Published by Elsevier Inc. All rights reserved.

The use of digital games and simulators in veterinary education: an overview with examples.

PubMed

de Bie, M H; Lipman, L J A

2012-01-01

In view of current technological possibilities and the popularity of games, the interest in games for educational purposes is remarkably on the rise. This article outlines the (future) use of (digital) games and simulators in several disciplines, especially in the veterinary curriculum. The different types of game-based learning (GBL)-varying from simple interactive computer board games to more complex virtual simulation strategies-will be discussed as well as the benefits, possibilities, and limitations of the educational use of games. The real breakthrough seems to be a few years away. Technological developments in the future might diminish the limitations and stumbling blocks that currently exist. Consequently, educational games will play a new and increasingly important role in the future veterinary curriculum, providing an attractive and useful way of learning.

Simulation and Gaming: Directions, Issues, Ponderables.

ERIC Educational Resources Information Center

Uretsky, Michael

1995-01-01

Discusses the current use of simulation and gaming in a variety of settings. Describes advances in technology that facilitate the use of simulation and gaming, including computer power, computer networks, software, object-oriented programming, video, multimedia, virtual reality, and artificial intelligence. Considers the future use of simulation…

Toward Theory Building in the Field of Instructional Games and Simulations

ERIC Educational Resources Information Center

Cruickshank, Donald R.; Mager, Gerald M.

1976-01-01

Three suggestions are made for improving on the present uncoordinated state of games and simulations: establish precise vocabulary, understand the relationships between simulation/gaming and other instructional alternatives, and instigate systematic research based on the descriptive--correlational--experimental loop model. (Author/LS)

Current Simulation Gaming in Australia.

ERIC Educational Resources Information Center

Diehl, B. J.

1979-01-01

The current level of simulation and game (SG) research and development activity in Australia is limited compared with levels in America and England; but Australian interest in SG is rapidly increasing, especially due to the recent formation of the Australian Decision-Simulation and Educational Gaming Association. (CMV)

Learner Satisfaction in Marketing Simulation Games: Antecedents and Influencers

ERIC Educational Resources Information Center

Caruana, Albert; La Rocca, Antonella; Snehota, Ivan

2016-01-01

Simulation games have become widespread in business courses, yet the understanding of their learning effects remains limited. The effectiveness of using simulation in marketing classes is not uniform, and not all students welcome it to the same extent. Drawing on a survey among 173 students engaged in a simulation game as part of a course in a…

Utility of Game Instructions

DTIC Science & Technology

2003-04-01

interface. These results can be incorporated in military training programs where computer games are part of the curriculum. Future military game ... development can also utilize these results to determine which type of instructional material to be included in the games.

Objective and subjective methods for quantifying training load in wheelchair basketball small-sided games.

PubMed

Iturricastillo, Aitor; Granados, Cristina; Los Arcos, Asier; Yanci, Javier

2017-04-01

The aim of the present study was to analyse the training load in wheelchair basketball small-sided games and determine the relationship between heart rate (HR)-based training load and perceived exertion (RPE)-based training load methods among small-sided games bouts. HR-based measurements of training load included Edwards' training load and Stagno's training impulses (TRIMP MOD ) while RPE-based training load measurements included cardiopulmonary (session RPEres) and muscular (session RPEmus) values. Data were collected from 12 wheelchair basketball players during five consecutive weeks. The total load for the small-sided games sessions was 67.5 ± 6.7 and 55.3 ± 12.5 AU in HR-based training load (Edwards' training load and TRIMP MOD ), while the RPE-based training loads were 99.3 ± 26.9 (session RPEres) and 100.8 ± 31.2 AU (session RPEmus). Bout-to-bout analysis identified greater session RPEmus in the third [P < 0.05; effect size (ES) = 0.66, moderate] and fourth bouts (P < 0.05; ES = 0.64, moderate) than in the first bout, but other measures did not differ. Mean correlations indicated a trivial and small relationship among HR-based and RPE-based training loads. It is suggested that HR-based and RPE-based training loads provide different information, but these two methods could be complementary because one method could help us to understand the limitations of the other.

Game-based e-learning is more effective than a conventional instructional method: a randomized controlled trial with third-year medical students.

PubMed

Boeker, Martin; Andel, Peter; Vach, Werner; Frankenschmidt, Alexander

2013-01-01

When compared with more traditional instructional methods, Game-based e-learning (GbEl) promises a higher motivation of learners by presenting contents in an interactive, rule-based and competitive way. Most recent systematic reviews and meta-analysis of studies on Game-based learning and GbEl in the medical professions have shown limited effects of these instructional methods. To compare the effectiveness on the learning outcome of a Game-based e-learning (GbEl) instruction with a conventional script-based instruction in the teaching of phase contrast microscopy urinalysis under routine training conditions of undergraduate medical students. A randomized controlled trial was conducted with 145 medical students in their third year of training in the Department of Urology at the University Medical Center Freiburg, Germany. 82 subjects where allocated for training with an educational adventure-game (GbEl group) and 69 subjects for conventional training with a written script-based approach (script group). Learning outcome was measured with a 34 item single choice test. Students' attitudes were collected by a questionnaire regarding fun with the training, motivation to continue the training and self-assessment of acquired knowledge. The students in the GbEl group achieved significantly better results in the cognitive knowledge test than the students in the script group: the mean score was 28.6 for the GbEl group and 26.0 for the script group of a total of 34.0 points with a Cohen's d effect size of 0.71 (ITT analysis). Attitudes towards the recent learning experience were significantly more positive with GbEl. Students reported to have more fun while learning with the game when compared to the script-based approach. Game-based e-learning is more effective than a script-based approach for the training of urinalysis in regard to cognitive learning outcome and has a high positive motivational impact on learning. Game-based e-learning can be used as an effective teaching method for self-instruction.

Game-Based E-Learning Is More Effective than a Conventional Instructional Method: A Randomized Controlled Trial with Third-Year Medical Students

PubMed Central

Boeker, Martin; Andel, Peter; Vach, Werner; Frankenschmidt, Alexander

2013-01-01

Background When compared with more traditional instructional methods, Game-based e-learning (GbEl) promises a higher motivation of learners by presenting contents in an interactive, rule-based and competitive way. Most recent systematic reviews and meta-analysis of studies on Game-based learning and GbEl in the medical professions have shown limited effects of these instructional methods. Objectives To compare the effectiveness on the learning outcome of a Game-based e-learning (GbEl) instruction with a conventional script-based instruction in the teaching of phase contrast microscopy urinalysis under routine training conditions of undergraduate medical students. Methods A randomized controlled trial was conducted with 145 medical students in their third year of training in the Department of Urology at the University Medical Center Freiburg, Germany. 82 subjects where allocated for training with an educational adventure-game (GbEl group) and 69 subjects for conventional training with a written script-based approach (script group). Learning outcome was measured with a 34 item single choice test. Students' attitudes were collected by a questionnaire regarding fun with the training, motivation to continue the training and self-assessment of acquired knowledge. Results The students in the GbEl group achieved significantly better results in the cognitive knowledge test than the students in the script group: the mean score was 28.6 for the GbEl group and 26.0 for the script group of a total of 34.0 points with a Cohen's d effect size of 0.71 (ITT analysis). Attitudes towards the recent learning experience were significantly more positive with GbEl. Students reported to have more fun while learning with the game when compared to the script-based approach. Conclusions Game-based e-learning is more effective than a script-based approach for the training of urinalysis in regard to cognitive learning outcome and has a high positive motivational impact on learning. Game-based e-learning can be used as an effective teaching method for self-instruction. PMID:24349257

Learning while having fun: the use of video gaming to teach geriatric house calls to medical students.

PubMed

Duque, Gustavo; Fung, Shek; Mallet, Louise; Posel, Nancy; Fleiszer, David

2008-07-01

Although most health professionals perform home visits, there is not a structured method for performing them. In addition, in-training health professionals' exposure to home visits is limited for logistical reasons. A new method for medical students to learn how to perform an effective home visit was developed using an instructional video game. It was expected that students would learn the principles of a home visit using a video game while identifying the usefulness of video gaming (edutainment) in geriatrics education. A video game was created simulating a patient's house that the students were able to explore. Students played against time and distracters while being expected to click on those elements that they considered to be risk factors for falls or harmful for the patient. At the end of the game, the students received feedback on the chosen elements that were right or wrong. Finally, evaluation of the tool was obtained using pre- and posttests and pre- and postexposure feedback surveys. Fifty-six fourth-year medical students used the video game and completed the tests and the feedback surveys. This method showed a high level of engagement that is associated with improvement in knowledge. Additionally, users' feedback indicated that it was an innovative approach to the teaching of health sciences. In summary, this method provides medical students with a fun and structured experience that has an effect not only on their learning, but also on their understanding of the particular needs of the elderly population.

Just for Fun: Using Programming Games in Software Programming Training and Education--A Field Study of IBM Robocode Community

ERIC Educational Resources Information Center

Long, Ju

2007-01-01

Improving learning effectiveness has always been a constant challenge in software education and training. One of the primary tasks educators face is to motivate learners to perform to their best abilities. Using computer games is one means to encourage learners to learn (Klawe, 1994). When games are used in general education, they could enhance…

Serious Games for Home-based Stroke Rehabilitation.

PubMed

Friedrich, Raoul; Hiesel, Patrick; Peters, Sebastian; Siewiorek, Daniel P; Smailagic, Asim; Brügge, Bernd

2015-01-01

On average, two thousand residents in the United States experience a stroke every day. These circumstances account for $28 billion direct costs annually and given the latest predictions, these costs will more than triple by 2030. In our research, we propose a portfolio of serious games for home-based stroke rehabilitation. The objective of the game approach is to enrich the training experience and establish a higher level of compliance to prescribed exercises, while maintaining a supportive training environment as found in common therapy sessions. Our system provides a collection of mini games based on rehabilitation exercises used in conventional physical therapy, monitors the patient's performance while exercising and provides clinicians with an interface to personalize the training. The clinician can set the current state of rehabilitation and change the playable games over time to drive diversification. While the system still has to be evaluated, an early stage case study with one patient offered positive indications towards this concept.

Using biofeedback while immersed in a stressful videogame increases the effectiveness of stress management skills in soldiers.

PubMed

Bouchard, Stéphane; Bernier, François; Boivin, Eric; Morin, Brian; Robillard, Geneviève

2012-01-01

This study assessed the efficacy of using visual and auditory biofeedback while immersed in a tridimensional videogame to practice a stress management skill (tactical breathing). All 41 participants were soldiers who had previously received basic stress management training and first aid training in combat. On the first day, they received a 15-minute refresher briefing and were randomly assigned to either: (a) no additional stress management training (SMT) for three days, or (b) 30-minute sessions (one per day for three days) of biofeedback-assisted SMT while immersed in a horror/first-person shooter game. The training was performed in a dark and enclosed environment using a 50-inch television with active stereoscopic display and loudspeakers. On the last day, all participants underwent a live simulated ambush with an improvised explosive device, where they had to provide first aid to a wounded soldier. Stress levels were measured with salivary cortisol collected when waking-up, before and after the live simulation. Stress was also measured with heart rate at baseline, during an apprehension phase, and during the live simulation. Repeated-measure ANOVAs and ANCOVAs confirmed that practicing SMT was effective in reducing stress. Results are discussed in terms of the advantages of the proposed program for military personnel and the need to practice SMT.

Multi-domain training in healthy old age: Hotel Plastisse as an iPad-based serious game to systematically compare multi-domain and single-domain training.

PubMed

Binder, Julia C; Zöllig, Jacqueline; Eschen, Anne; Mérillat, Susan; Röcke, Christina; Schoch, Sarah F; Jäncke, Lutz; Martin, Mike

2015-01-01

Finding effective training interventions for declining cognitive abilities in healthy aging is of great relevance, especially in view of the demographic development. Since it is assumed that transfer from the trained to untrained domains is more likely to occur when training conditions and transfer measures share a common underlying process, multi-domain training of several cognitive functions should increase the likelihood of such an overlap. In the first part, we give an overview of the literature showing that cognitive training using complex tasks, such as video games, leisure activities, or practicing a series of cognitive tasks, has shown promising results regarding transfer to a number of cognitive functions. These studies, however, do not allow direct inference about the underlying functions targeted by these training regimes. Custom-designed serious games allow to design training regimes according to specific cognitive functions and a target population's need. In the second part, we introduce the serious game Hotel Plastisse as an iPad-based training tool for older adults that allows the comparison of the simultaneous training of spatial navigation, visuomotor function, and inhibition to the training of each of these functions separately. Hotel Plastisse not only defines the cognitive functions of the multi-domain training clearly, but also implements training in an interesting learning environment including adaptive difficulty and feedback. We propose this novel training tool with the goal of furthering our understanding of how training regimes should be designed in order to affect cognitive functioning of older adults most broadly.

Multi-domain training in healthy old age: Hotel Plastisse as an iPad-based serious game to systematically compare multi-domain and single-domain training

PubMed Central

Binder, Julia C.; Zöllig, Jacqueline; Eschen, Anne; Mérillat, Susan; Röcke, Christina; Schoch, Sarah F.; Jäncke, Lutz; Martin, Mike

2015-01-01

Finding effective training interventions for declining cognitive abilities in healthy aging is of great relevance, especially in view of the demographic development. Since it is assumed that transfer from the trained to untrained domains is more likely to occur when training conditions and transfer measures share a common underlying process, multi-domain training of several cognitive functions should increase the likelihood of such an overlap. In the first part, we give an overview of the literature showing that cognitive training using complex tasks, such as video games, leisure activities, or practicing a series of cognitive tasks, has shown promising results regarding transfer to a number of cognitive functions. These studies, however, do not allow direct inference about the underlying functions targeted by these training regimes. Custom-designed serious games allow to design training regimes according to specific cognitive functions and a target population's need. In the second part, we introduce the serious game Hotel Plastisse as an iPad-based training tool for older adults that allows the comparison of the simultaneous training of spatial navigation, visuomotor function, and inhibition to the training of each of these functions separately. Hotel Plastisse not only defines the cognitive functions of the multi-domain training clearly, but also implements training in an interesting learning environment including adaptive difficulty and feedback. We propose this novel training tool with the goal of furthering our understanding of how training regimes should be designed in order to affect cognitive functioning of older adults most broadly. PMID:26257643

Shorter time to first injury in first year professional football players: A cross-club comparison in the Australian Football League.

PubMed

Fortington, Lauren V; Berry, Jason; Buttifant, David; Ullah, Shahid; Diamantopoulou, Kathy; Finch, Caroline F

2016-01-01

Australian Football League (AFL) players have a high risk of injury. Anecdotally, this injury risk is greater in emerging players (i.e. those in their first year), compared with established players (with 3+ years of experience). This study aimed to conduct the first comparison of injury risk and playing experience in these two player groups across a large number of AFL clubs. Prospective, cohort. Injuries, game participation and training participation were collected weekly by 8 AFL clubs for 61 emerging and 64 established players. Injury incidence rates (IIR) and Cox proportional hazard models for time to first injury, separately for games and training, were computed. The game IIR was significantly higher for emerging than established players: 45.6 (95% CI: 35.7, 57.6) versus 18.3 (95% CI: 13.1, 24.9) per 1000 game-hours. Emerging players also had a higher training IIR than did the established players: 9.6 (95% CI: 7.6, 11.9) versus 8.9 (95% CI: 7.0, 11.1) per 1000 training-hours. Emerging players were significantly less likely to remain injury free in games than established players (HR=3.46, 95% CI: 1.27, 9.45). A similar outcome was seen in training sessions, although to a lesser degree (HR=1.41, 95% CI: 1.19, 1.69). Despite efforts to modify the playing/training program of emerging players, this group remain at greater risk of injury in games and training sessions, compared with established players. Continued efforts should be made toward understanding reasons for this increased risk to better prevent injury during the early years of a professional football career. Copyright © 2015 Sports Medicine Australia. Published by Elsevier Ltd. All rights reserved.

Tongue motor training support system.

PubMed

Sasaki, Makoto; Onishi, Kohei; Nakayama, Atsushi; Kamata, Katsuhiro; Stefanov, Dimitar; Yamaguchi, Masaki

2014-01-01

In this paper, we introduce a new tongue-training system that can be used for improvement of the tongue's range of motion and muscle strength after dysphagia. The training process is organized in game-like manner. Initially, we analyzed surface electromyography (EMG) signals of the suprahyoid muscles of five subjects during tongue-training motions. This test revealed that four types tongue training motions and a swallowing motion could be classified with 93.5% accuracy. Recognized EMG signals during tongue motions were designed to allow control of a mouse cursor via intentional tongue motions. Results demonstrated that simple PC games could be played by tongue motions, achieving in this way efficient, enjoyable and pleasant tongue training. Using the proposed method, dysphagia patients can choose games that suit their preferences and/or state of mind. It is expected that the proposed system will be an efficient tool for long-term tongue motor training and maintaining patients' motivation.

Implementation of quantum game theory simulations using Python

NASA Astrophysics Data System (ADS)

Madrid S., A.

2013-05-01

This paper provides some examples about quantum games simulated in Python's programming language. The quantum games have been developed with the Sympy Python library, which permits solving quantum problems in a symbolic form. The application of these methods of quantum mechanics to game theory gives us more possibility to achieve results not possible before. To illustrate the results of these methods, in particular, there have been simulated the quantum battle of the sexes, the prisoner's dilemma and card games. These solutions are able to exceed the classic bottle neck and obtain optimal quantum strategies. In this form, python demonstrated that is possible to do more advanced and complicated quantum games algorithms.

Variety Wins: Soccer-Playing Robots and Infant Walking

PubMed Central

Ossmy, Ori; Hoch, Justine E.; MacAlpine, Patrick; Hasan, Shohan; Stone, Peter; Adolph, Karen E.

2018-01-01

Although both infancy and artificial intelligence (AI) researchers are interested in developing systems that produce adaptive, functional behavior, the two disciplines rarely capitalize on their complementary expertise. Here, we used soccer-playing robots to test a central question about the development of infant walking. During natural activity, infants' locomotor paths are immensely varied. They walk along curved, multi-directional paths with frequent starts and stops. Is the variability observed in spontaneous infant walking a “feature” or a “bug?” In other words, is variability beneficial for functional walking performance? To address this question, we trained soccer-playing robots on walking paths generated by infants during free play and tested them in simulated games of “RoboCup.” In Tournament 1, we compared the functional performance of a simulated robot soccer team trained on infants' natural paths with teams trained on less varied, geometric paths—straight lines, circles, and squares. Across 1,000 head-to-head simulated soccer matches, the infant-trained team consistently beat all teams trained with less varied walking paths. In Tournament 2, we compared teams trained on different clusters of infant walking paths. The team trained with the most varied combination of path shape, step direction, number of steps, and number of starts and stops outperformed teams trained with less varied paths. This evidence indicates that variety is a crucial feature supporting functional walking performance. More generally, we propose that robotics provides a fruitful avenue for testing hypotheses about infant development; reciprocally, observations of infant behavior may inform research on artificial intelligence. PMID:29867427

Peacebuilding with Games and Simulations

ERIC Educational Resources Information Center

Brynen, Rex; Milante, Gary

2013-01-01

Simulations and games can offer valuable insight into the management of conflict and the achievement of peace. This special symposium issue of "Simulation & Gaming" examines several such approaches, used in both educational settings and to prepare practitioners to deal with the concrete challenges of peacebuilding. In the introduction, the authors…

The Chinese House Game.

ERIC Educational Resources Information Center

Lee, James R.

1989-01-01

Discussion of the use of simulations to teach international relations (IR) highlights the Chinese House Game, a computer-based decision-making game based on Inter Nation Simulation (INS). Topics discussed include the increasing role of artificial intelligence in IR simulations, multi-disciplinary approaches, and the direction of IR as a…

Simulation Games in the Classroom: How Important is the Post-Game Discussion?

ERIC Educational Resources Information Center

Livingston, Samuel A.

The importance of class discussion following a simulation game was investigated by means of an experiment in which four classes of high school students played Ghetto for two periods. Two classes then discussed the game, while the other two were tested before any discussion of the game. The results showed the discussion to have no effect on…

Effect of Robot-Assisted Game Training on Upper Extremity Function in Stroke Patients

PubMed Central

2017-01-01

Objective To determine the effects of combining robot-assisted game training with conventional upper extremity rehabilitation training (RCT) on motor and daily functions in comparison with conventional upper extremity rehabilitation training (OCT) in stroke patients. Methods Subjects were eligible if they were able to perform the robot-assisted game training and were divided randomly into a RCT and an OCT group. The RCT group performed one daily session of 30 minutes of robot-assisted game training with a rehabilitation robot, plus one daily session of 30 minutes of conventional rehabilitation training, 5 days a week for 2 weeks. The OCT group performed two daily sessions of 30 minutes of conventional rehabilitation training. The effects of training were measured by a Manual Function Test (MFT), Manual Muscle Test (MMT), Korean version of the Modified Barthel Index (K-MBI) and a questionnaire about satisfaction with training. These measurements were taken before and after the 2-week training. Results Both groups contained 25 subjects. After training, both groups showed significant improvements in motor and daily functions measured by MFT, MMT, and K-MBI compared to the baseline. Both groups demonstrated similar training effects, except motor power of wrist flexion. Patients in the RCT group were more satisfied than those in the OCT group. Conclusion There were no significant differences in changes in most of the motor and daily functions between the two types of training. However, patients in the RCT group were more satisfied than those in the OCT group. Therefore, RCT could be a useful upper extremity rehabilitation training method. PMID:28971037

Easy Games for the German Classroom

ERIC Educational Resources Information Center

Kaiser, Linda

1977-01-01

The following easy games for the German classroom are described: around Germany, map identifications, fast response, bingo, memory training, geography college bowl, find the object, descriptions, pronunciation perfection, acrostics, simple board games, art lesson, treasure hunt, and miscellaneous games. (SW)

Virtual environments for the transfer of navigation skills in the blind: a comparison of directed instruction vs. video game based learning approaches.

PubMed

Connors, Erin C; Chrastil, Elizabeth R; Sánchez, Jaime; Merabet, Lotfi B

2014-01-01

For profoundly blind individuals, navigating in an unfamiliar building can represent a significant challenge. We investigated the use of an audio-based, virtual environment called Audio-based Environment Simulator (AbES) that can be explored for the purposes of learning the layout of an unfamiliar, complex indoor environment. Furthermore, we compared two modes of interaction with AbES. In one group, blind participants implicitly learned the layout of a target environment while playing an exploratory, goal-directed video game. By comparison, a second group was explicitly taught the same layout following a standard route and instructions provided by a sighted facilitator. As a control, a third group interacted with AbES while playing an exploratory, goal-directed video game however, the explored environment did not correspond to the target layout. Following interaction with AbES, a series of route navigation tasks were carried out in the virtual and physical building represented in the training environment to assess the transfer of acquired spatial information. We found that participants from both modes of interaction were able to transfer the spatial knowledge gained as indexed by their successful route navigation performance. This transfer was not apparent in the control participants. Most notably, the game-based learning strategy was also associated with enhanced performance when participants were required to find alternate routes and short cuts within the target building suggesting that a ludic-based training approach may provide for a more flexible mental representation of the environment. Furthermore, outcome comparisons between early and late blind individuals suggested that greater prior visual experience did not have a significant effect on overall navigation performance following training. Finally, performance did not appear to be associated with other factors of interest such as age, gender, and verbal memory recall. We conclude that the highly interactive and immersive exploration of the virtual environment greatly engages a blind user to develop skills akin to positive near transfer of learning. Learning through a game play strategy appears to confer certain behavioral advantages with respect to how spatial information is acquired and ultimately manipulated for navigation.

Virtual environments for the transfer of navigation skills in the blind: a comparison of directed instruction vs. video game based learning approaches

PubMed Central

Connors, Erin C.; Chrastil, Elizabeth R.; Sánchez, Jaime; Merabet, Lotfi B.

2014-01-01

For profoundly blind individuals, navigating in an unfamiliar building can represent a significant challenge. We investigated the use of an audio-based, virtual environment called Audio-based Environment Simulator (AbES) that can be explored for the purposes of learning the layout of an unfamiliar, complex indoor environment. Furthermore, we compared two modes of interaction with AbES. In one group, blind participants implicitly learned the layout of a target environment while playing an exploratory, goal-directed video game. By comparison, a second group was explicitly taught the same layout following a standard route and instructions provided by a sighted facilitator. As a control, a third group interacted with AbES while playing an exploratory, goal-directed video game however, the explored environment did not correspond to the target layout. Following interaction with AbES, a series of route navigation tasks were carried out in the virtual and physical building represented in the training environment to assess the transfer of acquired spatial information. We found that participants from both modes of interaction were able to transfer the spatial knowledge gained as indexed by their successful route navigation performance. This transfer was not apparent in the control participants. Most notably, the game-based learning strategy was also associated with enhanced performance when participants were required to find alternate routes and short cuts within the target building suggesting that a ludic-based training approach may provide for a more flexible mental representation of the environment. Furthermore, outcome comparisons between early and late blind individuals suggested that greater prior visual experience did not have a significant effect on overall navigation performance following training. Finally, performance did not appear to be associated with other factors of interest such as age, gender, and verbal memory recall. We conclude that the highly interactive and immersive exploration of the virtual environment greatly engages a blind user to develop skills akin to positive near transfer of learning. Learning through a game play strategy appears to confer certain behavioral advantages with respect to how spatial information is acquired and ultimately manipulated for navigation. PMID:24822044

Cognitive training in Parkinson disease: cognition-specific vs nonspecific computer training.

PubMed

Zimmermann, Ronan; Gschwandtner, Ute; Benz, Nina; Hatz, Florian; Schindler, Christian; Taub, Ethan; Fuhr, Peter

2014-04-08

In this study, we compared a cognition-specific computer-based cognitive training program with a motion-controlled computer sports game that is not cognition-specific for their ability to enhance cognitive performance in various cognitive domains in patients with Parkinson disease (PD). Patients with PD were trained with either a computer program designed to enhance cognition (CogniPlus, 19 patients) or a computer sports game with motion-capturing controllers (Nintendo Wii, 20 patients). The effect of training in 5 cognitive domains was measured by neuropsychological testing at baseline and after training. Group differences over all variables were assessed with multivariate analysis of variance, and group differences in single variables were assessed with 95% confidence intervals of mean difference. The groups were similar regarding age, sex, and educational level. Patients with PD who were trained with Wii for 4 weeks performed better in attention (95% confidence interval: -1.49 to -0.11) than patients trained with CogniPlus. In our study, patients with PD derived at least the same degree of cognitive benefit from non-cognition-specific training involving movement as from cognition-specific computerized training. For patients with PD, game consoles may be a less expensive and more entertaining alternative to computer programs specifically designed for cognitive training. This study provides Class III evidence that, in patients with PD, cognition-specific computer-based training is not superior to a motion-controlled computer game in improving cognitive performance.

Exploring the Use of a Multiplayer Game to Execute Light Infantry Company Missions

DTIC Science & Technology

2009-10-01

training : (a) are trained sufficiently to implement the tasks (T), (b) need practice with implementing the task (P), and (c) are untrained on the task...approved for distribution: BARBARA A. BLACK, Ph.D. MICHELLE SAMS, Ph.D. Research Program Manager Director Training and...Maneuver Captains Career Course (MCCC) at Fort Benning, Georgia, have had limited success using training games. Early efforts to provide the MCCC with

Design principles for simulation games for learning clinical reasoning: A design-based research approach.

PubMed

Koivisto, J-M; Haavisto, E; Niemi, H; Haho, P; Nylund, S; Multisilta, J

2018-01-01

Nurses sometimes lack the competence needed for recognising deterioration in patient conditions and this is often due to poor clinical reasoning. There is a need to develop new possibilities for learning this crucial competence area. In addition, educators need to be future oriented; they need to be able to design and adopt new pedagogical innovations. The purpose of the study is to describe the development process and to generate principles for the design of nursing simulation games. A design-based research methodology is applied in this study. Iterative cycles of analysis, design, development, testing and refinement were conducted via collaboration among researchers, educators, students, and game designers. The study facilitated the generation of reusable design principles for simulation games to guide future designers when designing and developing simulation games for learning clinical reasoning. This study makes a major contribution to research on simulation game development in the field of nursing education. The results of this study provide important insights into the significance of involving nurse educators in the design and development process of educational simulation games for the purpose of nursing education. Copyright © 2017 Elsevier Ltd. All rights reserved.

Using Simulation Games in the Classroom. Report Number 44.

ERIC Educational Resources Information Center

Harry, Lindy

The Center for the Study of Social Organizations at Johns Hopkins University has developed suggestions for evaluating, preparing, introducing, playing, discussing, and modifying simulation games for classroom use. The teacher must first evaluate the game materials and the simulation model in the light of the abilities and interests of his…

Development of a Computer Simulation Game Using a Reverse Engineering Approach

ERIC Educational Resources Information Center

Ozkul, Ahmet

2012-01-01

Business simulation games are widely used in the classroom to provide students with experiential learning opportunities on business situations in a dynamic fashion. When properly designed and implemented, the computer simulation game can be a useful educational tool by integrating separate theoretical concepts and demonstrating the nature of…

Analyzing Interaction Patterns to Verify a Simulation/Game Model

ERIC Educational Resources Information Center

Myers, Rodney Dean

2012-01-01

In order for simulations and games to be effective for learning, instructional designers must verify that the underlying computational models being used have an appropriate degree of fidelity to the conceptual models of their real-world counterparts. A simulation/game that provides incorrect feedback is likely to promote misunderstanding and…

Exploring Students' Flow Experiences in Business Simulation Games

ERIC Educational Resources Information Center

Buil, I.; Catalán, S.; Martínez, E.

2018-01-01

Business simulation games are a motivational and engaging tool for teaching business management. However, relatively little is known about what factors contribute to their success. This study explores the role of flow experienced while using business simulation games. Specifically, this research investigates the influence of challenge, skills,…

Terminological Ambiguity: Game and Simulation

ERIC Educational Resources Information Center

Klabbers, Jan H. G.

2009-01-01

Since its introduction in academia and professional practice during the 1950s, gaming has been linked to simulation. Although both fields have a few important characteristics in common, they are distinct in their form and underlying theories of knowledge and methodology. Nevertheless, in the literature, hybrid terms such as "gaming/simulation" and…

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…

Gaming and Conventional Exercises for Improvement of Arm Function After Stroke: A Randomized Controlled Pilot Study.

PubMed

Kottink, Anke I R; Prange, Gerdienke B; Krabben, Thijs; Rietman, Johan S; Buurke, Jaap H

2014-06-01

The use of new technologies in rehabilitation, such as virtual reality and/or computerized gaming exercises, may be useful to enable patients to practice intensively in a motivating way. The objective of the present randomized controlled pilot study was to compare the effect of reach training using a target group specific-designed rehabilitation game to time-matched standardized conventional reach training on arm function after stroke. Twenty chronic stroke patients were randomized to either the rehabilitation game group or the conventional training group. Both groups received three arm training sessions of 30 minutes each week, during a period of 6 weeks. Arm (the upper extremity part of Fugl-Meyer [FM] assessment) and hand (the Action Research Arm [ARA] test) functions were tested 1 week before (T0) and 1 week after (T1) training. A follow-up measurement was performed at 1 month after T1 (T2). ARA and FM scores improved significantly within both groups. Post hoc comparisons revealed significant increases in test scores between T0 and T1 and between T0 and T2 for both ARA and FM, but not for changes from T1 to T2. There were no significant differences between both groups for either clinical test. The present randomized controlled pilot study showed that both arm and hand function improved as much after training with a rehabilitation game as after time-matched conventional training.

Role-playing simulation as an educational tool for health care personnel: developing an embedded assessment framework.

PubMed

Libin, Alexander; Lauderdale, Manon; Millo, Yuri; Shamloo, Christine; Spencer, Rachel; Green, Brad; Donnellan, Joyce; Wellesley, Christine; Groah, Suzanne

2010-04-01

Simulation- and video game-based role-playing techniques have been proven effective in changing behavior and enhancing positive decision making in a variety of professional settings, including education, the military, and health care. Although the need for developing assessment frameworks for learning outcomes has been clearly defined, there is a significant gap between the variety of existing multimedia-based instruction and technology-mediated learning systems and the number of reliable assessment algorithms. This study, based on a mixed methodology research design, aims to develop an embedded assessment algorithm, a Knowledge Assessment Module (NOTE), to capture both user interaction with the educational tool and knowledge gained from the training. The study is regarded as the first step in developing an assessment framework for a multimedia educational tool for health care professionals, Anatomy of Care (AOC), that utilizes Virtual Experience Immersive Learning Simulation (VEILS) technology. Ninety health care personnel of various backgrounds took part in online AOC training, choosing from five possible scenarios presenting difficult situations of everyday care. The results suggest that although the simulation-based training tool demonstrated partial effectiveness in improving learners' decision-making capacity, a differential learner-oriented approach might be more effective and capable of synchronizing educational efforts with identifiable relevant individual factors such as sociobehavioral profile and professional background.

Real-Time Strategy Video Game Experience and Visual Perceptual Learning.

PubMed

Kim, Yong-Hwan; Kang, Dong-Wha; Kim, Dongho; Kim, Hye-Jin; Sasaki, Yuka; Watanabe, Takeo

2015-07-22

Visual perceptual learning (VPL) is defined as long-term improvement in performance on a visual-perception task after visual experiences or training. Early studies have found that VPL is highly specific for the trained feature and location, suggesting that VPL is associated with changes in the early visual cortex. However, the generality of visual skills enhancement attributable to action video-game experience suggests that VPL can result from improvement in higher cognitive skills. If so, experience in real-time strategy (RTS) video-game play, which may heavily involve cognitive skills, may also facilitate VPL. To test this hypothesis, we compared VPL between RTS video-game players (VGPs) and non-VGPs (NVGPs) and elucidated underlying structural and functional neural mechanisms. Healthy young human subjects underwent six training sessions on a texture discrimination task. Diffusion-tensor and functional magnetic resonance imaging were performed before and after training. VGPs performed better than NVGPs in the early phase of training. White-matter connectivity between the right external capsule and visual cortex and neuronal activity in the right inferior frontal gyrus (IFG) and anterior cingulate cortex (ACC) were greater in VGPs than NVGPs and were significantly correlated with RTS video-game experience. In both VGPs and NVGPs, there was task-related neuronal activity in the right IFG, ACC, and striatum, which was strengthened after training. These results indicate that RTS video-game experience, associated with changes in higher-order cognitive functions and connectivity between visual and cognitive areas, facilitates VPL in early phases of training. The results support the hypothesis that VPL can occur without involvement of only visual areas. Significance statement: Although early studies found that visual perceptual learning (VPL) is associated with involvement of the visual cortex, generality of visual skills enhancement by action video-game experience suggests that higher-order cognition may be involved in VPL. If so, real-time strategy (RTS) video-game experience may facilitate VPL as a result of heavy involvement of cognitive skills. Here, we compared VPL between RTS video-game players (VGPs) and non-VGPs (NVGPs) and investigated the underlying neural mechanisms. VGPs showed better performance in the early phase of training on the texture discrimination task and greater level of neuronal activity in cognitive areas and structural connectivity between visual and cognitive areas than NVGPs. These results support the hypothesis that VPL can occur beyond the visual cortex. Copyright © 2015 the authors 0270-6474/15/3510485-08$15.00/0.

Simulation Gaming in Construction: ER, The Equipment Replacement Game.

ERIC Educational Resources Information Center

Nassar, Khaled

2002-01-01

The Equipment Replacement simulation game can be used to explain the different effects of various equipment buy/sell strategies on the economic performance of construction companies. The probabilistic aspect of demand in the construction market is incorporated. The game is implemented using Excel and Visual Basic for Applications. (Author/SK)

SIMULATION GAMES AND SOCIAL THEORY. OCCASIONAL PAPER.

ERIC Educational Resources Information Center

COLEMAN, JAMES S.

GAMES INTEREST THE SOCIOLOGIST BY DEMONSTRATING MOTIVES AND BEHAVIOR THAT OCCUR IN REAL LIFE AND BY FACILITATING LEARNING THROUGH THEIR RULES, REWARDS, AND LOSSES. SOCIAL SIMULATION GAMES EXPLICITLY MIRROR CERTAIN SOCIAL PROCESSES. EXAMPLES ARE (1) THE FAMILY GAME, BETWEEN CHILD AND PARENT AND THE COMMUNITY OF CHILDREN AND PARENTS, (2) THE…

Making Decisions about an Educational Game, Simulation or Workshop: A 'Game Theory' Perspective.

ERIC Educational Resources Information Center

Cryer, Patricia

1988-01-01

Uses game theory to help practitioners make decisions about educational games, simulations, or workshops whose outcomes depend to some extent on chance. Highlights include principles for making decisions involving risk; elementary laws of probability; utility theory; and principles for making decisions involving uncertainty. (eight references)…

National Gaming Council.

ERIC Educational Resources Information Center

House, Peter W.; And Others

This publication describes thirty-three simulation games discussed at the 9th Symposium of the Council in April of 1970. Those articles related to the social sciences are: 1) Teaching Economics with Competitive Games; 2) An Economic Strategy Analysis Game; 3) A Social Simulation Strategy for Researching the Israeli Arab Conflict; 4) The Use of…

Games and Learning Come Together to Maximise Effectiveness: The Challenge of Bridging the Gap

ERIC Educational Resources Information Center

Pannese, Lucia; Carlesi, Maria

2007-01-01

The authors are designing and carrying out some training sessions based on serious games with customers from different business environments and with some university student groups, both in northern Italy. Some business case studies are described in this article specifying the context, the training goal, the adopted training solution and the main…

Does training novices to criteria and does rapid acquisition of skills on laparoscopic simulators have predictive validity or are we just playing video games?

PubMed

Hogle, Nancy J; Widmann, Warren D; Ude, Aku O; Hardy, Mark A; Fowler, Dennis L

2008-01-01

To determine whether LapSim training (version 3.0; Surgical Science Ltd, Göteborg, Sweden) to criteria for novice PGY1 surgical residents had predictive validity for improvement in the performance of laparoscopic cholecystectomy. In all, 21 PGY1 residents performed laparoscopic cholecystectomies in pigs after minimal training; their performance was evaluated by skilled laparoscopic surgeons using the validated tool GOALS (global operative assessment of laparoscopic operative skills: depth perception, bimanual dexterity, efficiency, tissue handling, and overall competence). From the group, 10 residents trained to competency on the LapSim Basic Skills Programs (camera navigation, instrument navigation, coordination, grasping, lifting and grasping, cutting, and clip applying). All 21 PGY1 residents again performed laparoscopic cholecystectomies on pigs; their performance was again evaluated by skilled laparoscopic surgeons using GOALS. Additionally, we studied the rate of learning to determine whether the slow or fast learners on the LapSim performed equivalently when performing actual cholecystectomies in pigs. Finally, 6 categorical residents were tracked, and their clinical performance on all of the laparoscopic cholecystectomies in which they were "surgeon, junior" was prospectively evaluated using the GOALS criteria. We found a statistical improvement of depth perception in the operative performance of cholecystectomies in pigs in the group trained on the LapSim. In the other 4 domains, a trend toward improvement was observed. No correlation between being a fast learner and the ultimate skill was demonstrated in the clinical performance of laparoscopic cholecystectomies. We did find that the fast learners on LapSim all were past or current video game players ("gamers"); however, that background did not translate into better clinical performance. Using current criteria, we doubt that the time and effort spent training novice PGY1 Surgical Residents on the basic LapSim training programs is justified, as such training to competence lacks predictive validity in most domains of the GOALS program. We are investigating 2 other approaches: more difficult training exercises using the LapSim system and an entirely different approach using haptic technology (ProMis; Haptica Ltd., Ireland), which uses real instruments, with training on realistic 3-dimensional models with real rather than simulated cutting, sewing, and dissection. Although experienced video gamers achieve competency faster than nongamers on LapSim programs, that skill set does not translate into improved clinical performance.

Evidence from a Large Sample on the Effects of Group Size and Decision-Making Time on Performance in a Marketing Simulation Game

ERIC Educational Resources Information Center

Treen, Emily; Atanasova, Christina; Pitt, Leyland; Johnson, Michael

2016-01-01

Marketing instructors using simulation games as a way of inducing some realism into a marketing course are faced with many dilemmas. Two important quandaries are the optimal size of groups and how much of the students' time should ideally be devoted to the game. Using evidence from a very large sample of teams playing a simulation game, the study…

Volatility, house edge and prize structure of gambling games.

PubMed

Turner, Nigel E

2011-12-01

This study used simulations to examine the effect of prize structure on the outcome volatility and the number of winners of various game configurations. The two most common prize structures found in gambling games are even money payoff games (bet $1; win $2) found on most table games and multilevel prizes structures found in gambling machine games. Simulations were set up to examine the effect of prize structure on the long-term outcomes of these games. Eight different prize structures were compared in terms of the number of winners and volatility. It was found that the standard table game and commercial gambling machines produced fairly high numbers of short term winners (1 h), but few long term winners (50 h). It was found that the typical even money game set up produced the lowest level of volatility. Of the multilevel prize structures examined, the three simulations based on commercial gambling machines were the least volatile. The results are examined in terms of the pragmatics of game design.

Game-Based Rehabilitation for Myoelectric Prosthesis Control

PubMed Central

Vujaklija, Ivan; Kayali, Fares; Purgathofer, Peter; Aszmann, Oskar C

2017-01-01

Background A high number of upper extremity myoelectric prosthesis users abandon their devices due to difficulties in prosthesis control and lack of motivation to train in absence of a physiotherapist. Virtual training systems, in the form of video games, provide patients with an entertaining and intuitive method for improved muscle coordination and improved overall control. Complementary to established rehabilitation protocols, it is highly beneficial for this virtual training process to start even before receiving the final prosthesis, and to be continued at home for as long as needed. Objective The aim of this study is to evaluate (1) the short-term effects of a commercially available electromyographic (EMG) system on controllability after a simple video game-based rehabilitation protocol, and (2) different input methods, control mechanisms, and games. Methods Eleven able-bodied participants with no prior experience in EMG control took part in this study. Participants were asked to perform a surface EMG test evaluating their provisional maximum muscle contraction, fine accuracy and isolation of electrode activation, and endurance control over at least 300 seconds. These assessments were carried out (1) in a Pregaming session before interacting with three EMG-controlled computer games, (2) in a Postgaming session after playing the games, and (3) in a Follow-Up session two days after the gaming protocol to evaluate short-term retention rate. After each game, participants were given a user evaluation survey for the assessment of the games and their input mechanisms. Participants also received a questionnaire regarding their intrinsic motivation (Intrinsic Motivation Inventory) at the end of the last game. Results Results showed a significant improvement in fine accuracy electrode activation (P<.01), electrode separation (P=.02), and endurance control (P<.01) from Pregaming EMG assessments to the Follow-Up measurement. The deviation around the EMG goal value diminished and the opposing electrode was activated less frequently. Participants had the most fun playing the games when collecting items and facing challenging game play. Conclusions Most upper limb amputees use a 2-channel myoelectric prosthesis control. This study demonstrates that this control can be effectively trained by employing a video game-based rehabilitation protocol. PMID:28183689

Effects of Game-Based Constraint-Induced Movement Therapy on Balance in Patients with Stroke: A Single-Blind Randomized Controlled Trial.

PubMed

Choi, Ho-Suk; Shin, Won-Seob; Bang, Dae-Hyouk; Choi, Sung-Jin

2017-03-01

The aims of this work were to determine whether game-based constraint-induced movement therapy (CIMT) is effective at improving balance ability in patients with stroke, and to provide clinical knowledge of game-based training that allows application of CIMT to the lower extremities. Thirty-six patients with chronic stroke were randomly assigned to game-based CIMT (n = 12), general game-based training (n = 12), and conventional (n = 12) groups. All interventions were conducted 3 times a week for 4 weeks. The static balance control and weight-bearing symmetry were assessed, and the Functional Reach Test (FRT), modified Functional Reach Test (mFRT), and Timed Up and Go (TUG) test were performed to evaluate balance ability. All 3 groups showed significant improvement in anterior-posterior axis (AP-axis) distance, sway area, weight-bearing symmetry, FRT, mFRT, and TUG test after the intervention (P < 0.05). Post hoc analysis revealed significant differences in AP-axis, and sway area, weight-bearing symmetry of the game-based CIMT group compared with the other group (P < 0.05). Although the general game-based training and the game-based CIMT both improved on static and dynamic balance ability, game-based CIMT had a larger effect on static balance control, weight-bearing symmetry, and side-to-side weight shift.

Instructor-Facilitated vs. Stand-Alone Tactical Game Training

DTIC Science & Technology

2009-01-01

Mixed Factor Repeated-Measures ANOVA showed that the two groups of leaders did not differ significantly on the time they used to complete either the...game training on tactical decision making. Thirty- two leaders were assigned to complete two urban operations- based missions (patrol and defense...using the SimFX game. These leaders worked under the direction of an instructor and interacted with peers. Thirty-seven more leaders completed the two

Effects of a computer-based cognitive exercise program on age-related cognitive decline.

PubMed

Bozoki, Andrea; Radovanovic, Mirjana; Winn, Brian; Heeter, Carrie; Anthony, James C

2013-01-01

We developed a 'senior friendly' suite of online 'games for learning' with interactive calibration for increasing difficulty, and evaluated the feasibility of a randomized clinical trial to test the hypothesis that seniors aged 60-80 can improve key aspects of cognitive ability with the aid of such games. Sixty community-dwelling senior volunteers were randomized to either an online game suite designed to train multiple cognitive abilities, or to a control arm with online activities that simulated the look and feel of the games but with low level interactivity and no calibration of difficulty. Study assessment included measures of recruitment, retention and play-time. Cognitive change was measured with a computerized assessment battery administered just before and within two weeks after completion of the six-week intervention. Impediments to feasibility included: limited access to in-home high-speed internet, large variations in the amount of time devoted to game play, and a reluctance to pursue more challenging levels. Overall analysis was negative for assessed performance (transference effects) even though subjects improved on the games themselves. Post hoc analyses suggest that some types of games may have more value than others, but these effects would need to be replicated in a study designed for that purpose. We conclude that a six-week, moderate-intensity computer game-based cognitive intervention can be implemented with high-functioning seniors, but the effect size is relatively small. Our findings are consistent with Owen et al. (2010), but there are open questions about whether more structured, longer duration or more intensive 'games for learning' interventions might yield more substantial cognitive improvement in seniors. Copyright © 2013 Elsevier Ireland Ltd. All rights reserved.

Development of an interactive game-based rehabilitation tool for dynamic balance training.

PubMed

Lange, BeLinda; Flynn, Sheryl; Proffitt, Rachel; Chang, Chien-Yen; Rizzo, Albert Skip

2010-01-01

Conventional physical therapy techniques have been shown to improve balance, mobility, and gait following neurological injury. Treatment involves training patients to transfer weight onto the impaired limb to improve weight shift while standing and walking. Visual biofeedback and force plate systems are often used for treatment of balance and mobility disorders. Researchers have also been exploring the use of video game consoles such as the Nintendo Wii Fit as rehabilitation tools. Case studies have demonstrated that the use of video games may have promise for balance rehabilitation. However, initial usability studies and anecdotal evidence suggest that the current commercial games are not compatible with controlled, specific exercise required to meet therapy goals. Based on focus group data and observations with patients, a game has been developed to specifically target weight shift training using an open source game engine and the Nintendo Wii Fit Balance Board. The prototype underwent initial usability testing with a sample of clinicians and with persons with neurological injury. Overall, feedback was positive, and areas for improvement were identified. This preliminary research provides support for the development of a game that caters specifically to the key requirements of balance rehabilitation.

Productive confusions: learning from simulations of pandemic virus outbreaks in Second Life

NASA Astrophysics Data System (ADS)

Cárdenas, Micha; Greci, Laura S.; Hurst, Samantha; Garman, Karen; Hoffman, Helene; Huang, Ricky; Gates, Michael; Kho, Kristen; Mehrmand, Elle; Porteous, Todd; Calvitti, Alan; Higginbotham, Erin; Agha, Zia

2011-03-01

Users of immersive virtual reality environments have reported a wide variety of side and after effects including the confusion of characteristics of the real and virtual worlds. Perhaps this side effect of confusing the virtual and real can be turned around to explore the possibilities for immersion with minimal technological support in virtual world group training simulations. This paper will describe observations from my time working as an artist/researcher with the UCSD School of Medicine (SoM) and Veterans Administration San Diego Healthcare System (VASDHS) to develop trainings for nurses, doctors and Hospital Incident Command staff that simulate pandemic virus outbreaks. By examining moments of slippage between realities, both into and out of the virtual environment, moments of the confusion of boundaries between real and virtual, we can better understand methods for creating immersion. I will use the mixing of realities as a transversal line of inquiry, borrowing from virtual reality studies, game studies, and anthropological studies to better understand the mechanisms of immersion in virtual worlds. Focusing on drills conducted in Second Life, I will examine moments of training to learn the software interface, moments within the drill and interviews after the drill.

Games and Simulations in Health Education.

ERIC Educational Resources Information Center

Hay, Christine

1981-01-01

Outlines some games and simulations for teaching health related issues to various age groups. Among the games discussed are CHOICE, CONSEQUENCES, GUTS, LIFE CHANCES, NO BED NO JOB, and TENEMENT. Eleven references are listed. (LLS)

Nuclear Power Plant Simulation Game.

ERIC Educational Resources Information Center

Weiss, Fran

1979-01-01

Presents a nuclear power plant simulation game which is designed to involve a class of 30 junior or senior high school students. Scientific, ecological, and social issues covered in the game are also presented. (HM)

Evaluation of vision training using 3D play game

NASA Astrophysics Data System (ADS)

Kim, Jung-Ho; Kwon, Soon-Chul; Son, Kwang-Chul; Lee, Seung-Hyun

2015-03-01

The present study aimed to examine the effect of the vision training, which is a benefit of watching 3D video images (3D video shooting game in this study), focusing on its accommodative facility and vergence facility. Both facilities, which are the scales used to measure human visual performance, are very important factors for man in leading comfortable and easy life. This study was conducted on 30 participants in their 20s through 30s (19 males and 11 females at 24.53 ± 2.94 years), who can watch 3D video images and play 3D game. Their accommodative and vergence facility were measured before and after they watched 2D and 3D game. It turned out that their accommodative facility improved after they played both 2D and 3D games and more improved right after they played 3D game than 2D game. Likewise, their vergence facility was proved to improve after they played both 2D and 3D games and more improved soon after they played 3D game than 2D game. In addition, it was demonstrated that their accommodative facility improved to greater extent than their vergence facility. While studies have been so far conducted on the adverse effects of 3D contents, from the perspective of human factor, on the imbalance of visual accommodation and convergence, the present study is expected to broaden the applicable scope of 3D contents by utilizing the visual benefit of 3D contents for vision training.

Towards interactive narrative medicine.

PubMed

Cavazza, Marc; Charles, Fred

2013-01-01

Interactive Storytelling technologies have attracted significant interest in the field of simulation and serious gaming for their potential to provide a principled approach to improve user engagement in training scenarios. In this paper, we explore the use of Interactive Storytelling to support Narrative Medicine as a reflective practice. We describe a workflow for the generation of virtual narratives from high-level descriptions of patients' experiences as perceived by physicians, which can help to objectivize such perceptions and support various forms of analysis.

A dichoptic custom-made action video game as a treatment for adult amblyopia

PubMed Central

Vedamurthy, Indu; Nahum, Mor; Huang, Samuel J.; Zheng, Frank; Bayliss, Jessica; Bavelier, Daphne; Levi, Dennis M.

2015-01-01

Previous studies have employed different experimental approaches to enhance visual function in adults with amblyopia including perceptual learning, videogame play, and dichoptic training. Here, we evaluated the efficacy of a novel dichoptic action videogame combining all three approaches. This experimental intervention was compared to a conventional, yet unstudied method of supervised occlusion while watching movies. Adults with unilateral amblyopia were assigned to either playing the dichoptic action game (n = 23; ‘game’ group), or to watching movies monocularly while the fellow eye was patched (n = 15; ‘movies’ group) for a total of 40 h. Following training, visual acuity (VA) improved on average by ≈0.14 logMAR (≈27%) in the game group, with improvements noted in both anisometropic and strabismic patients. This improvement is similar to that described after perceptual learning, video game play or dichoptic training. Surprisingly, patients with anisometropic amblyopia in the movies group showed similar improvement, revealing a greater impact of supervised occlusion in adults than typically thought. Stereoacuity, reading speed, and contrast sensitivity improved more for game group participants compared with movies group participants. Most improvements were largely retained following a 2-month no-contact period. This novel video game, which combines action gaming, perceptual learning and dichoptic presentation, results in VA improvements equivalent to those previously documented with each of these techniques alone. Interestingly, however, our game intervention led to greater improvement than control training in a variety of visual functions, thus suggesting that this approach has promise for the treatment of adult amblyopia. PMID:25917239

Gameplay as a source of intrinsic motivation in a randomized controlled trial of auditory training for tinnitus.

PubMed

Hoare, Derek J; Van Labeke, Nicolas; McCormack, Abby; Sereda, Magdalena; Smith, Sandra; Al Taher, Hala; Kowalkowski, Victoria L; Sharples, Mike; Hall, Deborah A

2014-01-01

Previous studies of frequency discrimination training (FDT) for tinnitus used repetitive task-based training programmes relying on extrinsic factors to motivate participation. Studies reported limited improvement in tinnitus symptoms. To evaluate FDT exploiting intrinsic motivations by integrating training with computer-gameplay. Sixty participants were randomly assigned to train on either a conventional task-based training, or one of two interactive game-based training platforms over six weeks. Outcomes included assessment of motivation, tinnitus handicap, and performance on tests of attention. Participants reported greater intrinsic motivation to train on the interactive game-based platforms, yet compliance of all three groups was similar (∼ 70%) and changes in self-reported tinnitus severity were not significant. There was no difference between groups in terms of change in tinnitus severity or performance on measures of attention. FDT can be integrated within an intrinsically motivating game. Whilst this may improve participant experience, in this instance it did not translate to additional compliance or therapeutic benefit. ClinicalTrials.gov NCT02095262.

Canoe game-based virtual reality training to improve trunk postural stability, balance, and upper limb motor function in subacute stroke patients: a randomized controlled pilot study.

PubMed

Lee, Myung-Mo; Shin, Doo-Chul; Song, Chang-Ho

2016-07-01

[Purpose] This study was aimed at investigating the preliminary therapeutic efficacy and usefulness of canoe game-based virtual reality training for stroke patients. [Subjects and Methods] Ten stroke patients were randomly assigned to an experimental group (EG; n=5) or a control group (CG; n=5). Patients in both groups participated in a conventional rehabilitation program, but those in the EG additionally participated in a 30-min canoe game-based virtual reality training program 3 days a week for 4 weeks. Therapeutic efficacy was assessed based on trunk postural stability, balance, and upper limb motor function. In addition, the usefulness of canoe game-based virtual reality training was assessed in the EG and therapist group (TG; n=20), which consisted of physical and occupational therapists, by using the System Usability Scale (SUS). [Results] Improvements in trunk postural stability, balance, and upper limb motor function were observed in the EG and CG, but were greater in the EG. The mean SUS scores in the EG and TG were 71 ± 5.2 and 74.2 ± 4.8, respectively. [Conclusion] Canoe game-based virtual reality training is an acceptable and effective intervention for improving trunk postural stability, balance, and upper limb motor function in stroke patients.

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

Supervised learning from human performance at the computationally hard problem of optimal traffic signal control on a network of junctions

PubMed Central

Box, Simon

2014-01-01

Optimal switching of traffic lights on a network of junctions is a computationally intractable problem. In this research, road traffic networks containing signallized junctions are simulated. A computer game interface is used to enable a human ‘player’ to control the traffic light settings on the junctions within the simulation. A supervised learning approach, based on simple neural network classifiers can be used to capture human player's strategies in the game and thus develop a human-trained machine control (HuTMaC) system that approaches human levels of performance. Experiments conducted within the simulation compare the performance of HuTMaC to two well-established traffic-responsive control systems that are widely deployed in the developed world and also to a temporal difference learning-based control method. In all experiments, HuTMaC outperforms the other control methods in terms of average delay and variance over delay. The conclusion is that these results add weight to the suggestion that HuTMaC may be a viable alternative, or supplemental method, to approximate optimization for some practical engineering control problems where the optimal strategy is computationally intractable. PMID:26064570

Interactive educational simulators in diabetes care.

PubMed

Lehmann, E D

1997-01-01

Since the Diabetes Control and Complications Trial demonstrated the substantial benefits of tight glycaemic control there has been renewed interest in the application of information technology (IT) based techniques for improving the day-to-day care of patients with diabetes mellitus. Computer-based educational approaches have a great deal of potential for patients use, and may offer a means of training more health-care professionals to deliver such improved care. In this article the potential role of IT in diabetes education is reviewed, focusing in particular on the application of compartmental models in both computer-based interactive simulators and educational video games. Close attention is devoted to practical applications-available today-for use by patients, their relatives, students and health-care professionals. The novel features and potential benefits of such methodologies are highlighted and some of the limitations of currently available software are discussed. The need for improved graphical user interfaces, and for further efforts to evaluate such programs and demonstrate an educational benefit from their use are identified as hurdles to their more widespread application. The review concludes with a look to the future and the type of modelling features which should be provided in the next generation of interactive diabetes simulators and educational video games.

Supervised learning from human performance at the computationally hard problem of optimal traffic signal control on a network of junctions.

PubMed

Box, Simon

2014-12-01

Optimal switching of traffic lights on a network of junctions is a computationally intractable problem. In this research, road traffic networks containing signallized junctions are simulated. A computer game interface is used to enable a human 'player' to control the traffic light settings on the junctions within the simulation. A supervised learning approach, based on simple neural network classifiers can be used to capture human player's strategies in the game and thus develop a human-trained machine control (HuTMaC) system that approaches human levels of performance. Experiments conducted within the simulation compare the performance of HuTMaC to two well-established traffic-responsive control systems that are widely deployed in the developed world and also to a temporal difference learning-based control method. In all experiments, HuTMaC outperforms the other control methods in terms of average delay and variance over delay. The conclusion is that these results add weight to the suggestion that HuTMaC may be a viable alternative, or supplemental method, to approximate optimization for some practical engineering control problems where the optimal strategy is computationally intractable.

Game-Based Rehabilitation for Myoelectric Prosthesis Control.

PubMed

Prahm, Cosima; Vujaklija, Ivan; Kayali, Fares; Purgathofer, Peter; Aszmann, Oskar C

2017-02-09

A high number of upper extremity myoelectric prosthesis users abandon their devices due to difficulties in prosthesis control and lack of motivation to train in absence of a physiotherapist. Virtual training systems, in the form of video games, provide patients with an entertaining and intuitive method for improved muscle coordination and improved overall control. Complementary to established rehabilitation protocols, it is highly beneficial for this virtual training process to start even before receiving the final prosthesis, and to be continued at home for as long as needed. The aim of this study is to evaluate (1) the short-term effects of a commercially available electromyographic (EMG) system on controllability after a simple video game-based rehabilitation protocol, and (2) different input methods, control mechanisms, and games. Eleven able-bodied participants with no prior experience in EMG control took part in this study. Participants were asked to perform a surface EMG test evaluating their provisional maximum muscle contraction, fine accuracy and isolation of electrode activation, and endurance control over at least 300 seconds. These assessments were carried out (1) in a Pregaming session before interacting with three EMG-controlled computer games, (2) in a Postgaming session after playing the games, and (3) in a Follow-Up session two days after the gaming protocol to evaluate short-term retention rate. After each game, participants were given a user evaluation survey for the assessment of the games and their input mechanisms. Participants also received a questionnaire regarding their intrinsic motivation (Intrinsic Motivation Inventory) at the end of the last game. Results showed a significant improvement in fine accuracy electrode activation (P<.01), electrode separation (P=.02), and endurance control (P<.01) from Pregaming EMG assessments to the Follow-Up measurement. The deviation around the EMG goal value diminished and the opposing electrode was activated less frequently. Participants had the most fun playing the games when collecting items and facing challenging game play. Most upper limb amputees use a 2-channel myoelectric prosthesis control. This study demonstrates that this control can be effectively trained by employing a video game-based rehabilitation protocol. ©Cosima Prahm, Ivan Vujaklija, Fares Kayali, Peter Purgathofer, Oskar C Aszmann. Originally published in JMIR Serious Games (http://games.jmir.org), 09.02.2017.

[The effects of video games on cognitive aging].

PubMed

Maillot, Pauline; Perrot, Alexandra; Hartley, Alan

2012-03-01

Advancing age is associated with cognitive decline, which, however, remains a very heterogeneous phenomenon. Indeed, several extrinsic factors seem to modulate the effect of aging on cognition. Recently, several studies have provided evidence that the practice of video games could engender many benefits by favoring the maintenance of cognitive vitality in the elderly. This review of the literature aims to establish a precise inventory of the relations between the various types of video games and cognitive aging, including both sedentary video games (i.e., classics as well as brain training) and active video games (i.e., exergames). The largest benefits seem to be provided by exergames which combine game play with significant physical exercise. This article also tries to define the determinants of the training programs which could be responsible for the observed improvements.

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…