Usability Inspection of a Serious Game to Stimulate Cognitive Skills

2021 ◽  
pp. 250-257
Author(s):  
Jorge-Luis Pérez-Medina ◽  
Michael Solah ◽  
Patricia Acosta-Vargas ◽  
Jairo Vera ◽  
Mayra Carrión ◽  
...  
Keyword(s):  
Cognitive Skills ◽  
Serious Game

scholarly journals Implementation and Evaluation of a Serious Game for Working Memory Enhancement

2020 ◽  
Vol 10 (24) ◽  
pp. 9128
Author(s):  
Agisilaos Chaldogeridis ◽  
Thrasyvoulos Tsiatsos
Keyword(s):  
Working Memory ◽  
Video Game ◽  
Cognitive Skills ◽  
Intervention Program ◽  
Evaluation Process ◽  
Serious Game ◽  
Memory Enhancement ◽  
Targeted Interventions ◽  
Mental Abilities ◽  
Key Aspects

The amount of information which can be stored in the human brain is limited and dependent on memory capacity. Over the last few years there has been a trend in training cognitive skills, not only to prevent cognitive decline, which is inevitable as a person grows older, but also to increase or at least preserve mental abilities that will allow a person to function at a higher cognitive level. Memory is one of those key aspects among cognitive skills that has a significant role in a person’s mental performance. Specifically, focus is given to Working Memory (WM), as evidence has shown that it can be increased by applying targeted interventions. An intervention program like this is the main object of this current paper. Using a Serious Game (SG), we designed and created a video game which targets WM training. Its effectiveness was tested and evaluated through an evaluation process where forty people participated in a seven-week training program. Post-results showed that participants had an increase in their WM performance, especially those who had lower scores at the pre-test, while those with high pre-test scores just preserved their initial status. Additionally, all participants agreed that the game is fun and enjoyable to play and that it helps them to increase WM performance.

Serious Game-based Intervention for Children with Developmental Disabilities

2020 ◽  
Vol 16 (1) ◽  
pp. 26-32 ◽  
Author(s):  
Peter Kokol ◽  
Helena Blažun Vošner ◽  
Jernej Završnik ◽  
Joeri Vermeulen ◽  
Samaa Shohieb ◽  
...  
Keyword(s):  
Developmental Disabilities ◽  
Neurodevelopmental Disorders ◽  
Cognitive Skills ◽  
Serious Games ◽  
Autism Spectrum ◽  
Serious Game ◽  
Anxiety Reduction ◽  
Primary Data ◽  
Journal Articles ◽  
Children With Developmental Disabilities

Background: Children with developmental disabilities may need support with motor skills such as balance improvement, cognitive skills such as vocabulary learning, or social skills such as adequate interpretation of emotional expressions. Digital interactive games could support the standard treatments. We aimed to review clinical studies which investigated the application of serious games in children with developmental disabilities. Methods: We searched MEDLINE and Scopus on 05 May 2019 limited to the English language. We included people between two and 24 years of age who were affected by neurodevelopmental disorders and who received digital serious game-based medical interventions such as any computer- based or video-based games. We considered any study design reporting primary data. We used title, abstract, and full-text of journal articles to build diagnostic groups, and we described some selected specific game applications. Results: The majority of the 145 relevant studies reported on autism spectrum disorder (ASD), attention deficit hyperactivity disorder (ADHD), developmental coordination disorder (DCD), and disabilities affecting intellectual abilities (DAIA). 30 of the 145 studies reported a randomized design. We detailed six specific applications aimed at improving abilities in children with ASD, ADHD, cerebral palsy, and Down syndrome. We visualized the diagnostic groups by bibliographic mapping, and limited the text to the title and abstract of journal articles. Conclusion: We identified promising results regarding anxiety reduction, stress regulation, emotion recognition, and rehabilitation. Currently, there appears to be a lack of clinical evidence that children with neurodevelopmental disorders can benefit from the application of serious games.

Aligning Problem Solving and Gameplay

2010 ◽  
pp. 227-263 ◽  
Author(s):  
Weoi Hung ◽  
Richard Van Eck
Keyword(s):  
Problem Solving ◽  
Learning Outcomes ◽  
Attitude Change ◽  
Cognitive Skills ◽  
Serious Games ◽  
Design Theory ◽  
Serious Game ◽  
Future Research ◽  
Definition Of ◽  
Specific Learning

Problem solving is often discussed as one of the benefits of games and game-based learning (e.g., Gee, 2007a, Van Eck 2006a), yet little empirical research exists to support this assertion. It will be critical to establish and validate models of problem solving in games (Van Eck, 2007), but this will be difficult if not impossible without a better understanding of problem solving than currently exists in the field of serious games. While games can be used to teach a variety of content across multiple domains (Van Eck, 2006b, 2008), the ability of games to promote problem solving may be more important to the field of serious games because problem solving skills cross all domains and are among the most difficult learning outcomes to achieve. This may be particularly important in science, technology, engineering, and math (STEM), which is why serious game researchers are building games to promote problem solving in science (e.g., Gaydos & Squire, this volume; Van Eck, Hung, Bowman, & Love, 2009). This is perhaps why serious game researchers are building games to promote problem solving in science Current research and design theory in serious games are insufficient to explain the relationship between problem solving and games, nor do they support the design of educational games intended to promote problem solving. Problem solving and problem-based learning (PBL) have been studied intensely in both Europe and the United States for more than 75 years, and while the focus of that study and conceptualization of problem solving have evolved during that time, there is a tremendous body of knowledge to draw from. Most recently, researchers (e.g., Jonassen, 1997, 2000, & 2002; Hung, 2006a; Jonassen & Hung, 2008) have made advances in both the delineation and definition of problem types and models for designing effective problems and PBL. Any models and research on the relation of games and problem solving must build on the existing research base in problem solving and PBL rather than unwittingly covering old ground in these areas. In this chapter, the authors present an overview of the dimensions upon which different problems vary, including domain knowledge, structuredness, and their associated learning outcomes. We then propose a classification of gameplay (as opposed to game genre) that accounts for the cognitive skills encountered during gameplay, relying in part on previous classifications systems (e.g., Apperley, 2006), Mark Wolf’s (2006) concept of grids of interactivity (which we call iGrids), and our own cognitive analysis of gameplay. We then use this classification system, the iGrids, and example games to describe eleven different types of problems, the ways in which they differ, and the gameplay types most likely to support them. We conclude with a description of the ability of problems and games themselves to address specific learning outcomes independent of problem solving, including domain-specific learning, higher-order thinking, psychomotor skills, and attitude change. Implications for future research are also described. We believe that this approach can guide the design of games intended to promote problem solving and points the way toward future research in problem solving and games.

scholarly journals The RETAIN Simulation-Based Serious Game—A Review of the Literature

Healthcare ◽  
2019 ◽  
Vol 8 (1) ◽  
pp. 3 ◽  
Author(s):  
Simran K. Ghoman ◽  
Georg M. Schmölzer
Keyword(s):  
Cognitive Skills ◽  
Neonatal Resuscitation ◽  
Computer Game ◽  
Serious Game ◽  
Cochrane Central Register ◽  
Board Game ◽  
Current Standard ◽  
Barriers To Access ◽  
Resuscitation Training ◽  
Simulation Based

Background: Each year, over 13 million babies worldwide need help to breathe at birth. While guidelines recommend the Neonatal Resuscitation Program course, medical errors remain common. Frequent simulation training and assessment is needed to address this competence gap; however, alternative approaches are needed to overcome barriers to access. The RETAIN (REsuscitation TrAINing) simulation-based serious game (Retain Labs Medical Inc., Edmonton, AB, Canada) may provide a solution to supplement traditional training. This paper aims to review the available evidence about RETAIN for improving neonatal resuscitation education. Method: Literature searches of PubMed, Google Scholar, Cochrane Central Register of Controlled Trials, CINAHL, Web of Science, and EMBASE databases were performed to identify studies examining the RETAIN serious game for neonatal resuscitation training. All of the studies describing the RETAIN board game and computer game were included. Results: Three papers and one conference proceeding were identified. Two studies described the RETAIN board game, and two studies described the RETAIN computer game. RETAIN was reported as usable and clinically relevant. RETAIN also improved knowledge of neonatal resuscitation by 12% and functioned as a summative assessment. Further, performance on RETAIN was moderated by players’ self-reported mindset. Conclusion: RETAIN can be used for the training and assessment of experienced neonatal resuscitation providers. Further studies are needed to understand the effectiveness of RETAIN to (i) improve other cognitive and non-cognitive skills, (ii) in diverse populations of neonatal resuscitation providers, (iii) in comparison to current standard training approaches, and (iv) in improving clinical outcomes in the delivery room.

After Dismissal: Examining the Language, Literacy, and Cognitive Skills of Children With Remediated Speech Sound Disorders

2015 ◽  
Vol 16 (2) ◽  
pp. 50-59 ◽  
Author(s):  
Kelly Farquharson
Keyword(s):  
Public Schools ◽  
Speech Production ◽  
Cognitive Skills ◽  
Speech Sound ◽  
Typically Developing ◽  
Speech Sound Disorders ◽  
Academic Difficulties ◽  
The Public ◽  
Age Appropriate ◽  
Language Literacy

Speech sound disorders are a complex and often persistent disorder in young children. For many children, therapy results in successful remediation of the errored productions as well as age-appropriate literacy and academic progress. However, for some children, while they may attain age-appropriate speech production skills, they later have academic difficulties. For SLPs in the public schools, these children present as challenging in terms of both continuing treatment as well as in terms of caseload management. What happens after dismissal? Have these children truly acquired adequate speech production skills? Do they have lingering language, literacy, and cognitive deficits? The purpose of this article is to describe the language, literacy, and cognitive features of a small group of children with remediated speech sound disorders compared to their typically developing peers.

Re-conceptualizing Machiavellianism and Social-Cognitive Skills

2020 ◽  
pp. 1-8
Author(s):  
William Hart ◽  
Christopher J. Breeden ◽  
Charlotte Kinrade
Keyword(s):  
Cognitive Skills ◽  
Person Perception ◽  
Social Cognitive ◽  
Cognitive Skill ◽  
Prediction Skill ◽  
Current Evidence ◽  
College Sample ◽  
Social Prediction

Abstract. Machiavellianism is presumed to encompass advanced social-cognitive skill, but research has generally suggested that Machiavellian individuals are rather deficient in social-cognitive skill. However, previous research on the matter has been limited to measures of (a) Machiavellianism that are unidimensional and saturated with both antagonism and disinhibition and measures (b) only one type of social-cognitive skill. Using a large college sample ( N = 461), we examined how various dimensions of Machiavellianism relate to two types of social-cognitive skill: person-perception skill and general social prediction skill. Consistent with some prior theorizing, the planful dimension of Machiavellianism was positively related to both person-perception and general social prediction skills; antagonistic dimensions of Machiavellianism were negatively related to both skills; either agentic or cynical dimensions of Machiavellianism were generally unrelated to both skills. Overall, the current evidence suggests a complicated relationship between Machiavellianism and social-cognitive skill because Machiavellianism encompasses features that blend deficiency, proficiency, and average levels of social-cognitive skills.

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