A meta-analysis with examination of moderators of student cognition, affect, and learning outcomes while using serious educational games, serious games, and simulations

2018 ◽  
Vol 80 ◽  
pp. 158-167 ◽  
Author(s):  
Richard L. Lamb ◽  
Leonard Annetta ◽  
Jonah Firestone ◽  
Elisabeth Etopio
Keyword(s):  
Learning Outcomes ◽  
Serious Games ◽  
Educational Games ◽  
Meta Analysis ◽  
Student Cognition ◽  
Serious Educational Games ◽  
Games And Simulations

Matching serious games with museum’s educational roles: smart education in practice

2019 ◽  
Vol 16 (4) ◽  
pp. 319-342 ◽  
Author(s):  
Meng Wang ◽  
Miguel Baptista Nunes
Keyword(s):  
Literature Review ◽  
Informal Learning ◽  
Research Design ◽  
Serious Games ◽  
Educational Games ◽  
Meta Analysis ◽  
Specific Context ◽  
Content Type ◽  
Serious Educational Games ◽  
Critical Literature

PurposeThis study aims to present a meta-analysis of the use of serious educational games in museums. The analysis is based on a critical literature review that maps educational roles of museums against serious educational games used in support of those roles. The meta-analysis focuses on the specific context of informal learning in museums.Design/methodology/approachThe research design presented in this study is based on a meta-analysis research design that consists of a critical literature review, a multi-matrix representation of findings of the literature review and a conceptual visualization of the multidisciplinary area of the usage of serious games in support of educational roles in museums.FindingsClear and detailed categorizations of educational roles and serious games types for informal learning are presented. These are followed by matching these educational roles with published reports of the use of serious games within museums. The study concludes with observations and a conceptual map of the design of serious games for museums.Originality/valueThis study presents the first meta-analysis of research in this emergent multidisciplinary field. It will help serious game designers, museum educators and educational practitioners to make decisions regarding the choice of game type, customization and content design to support informal learning in the specific context of museum educational activities.

scholarly journals Health Education Serious Games Targeting Health Care Providers, Patients, and Public Health Users: Scoping Review (Preprint)

2019 ◽  
Author(s):  
Nahid Sharifzadeh ◽  
Hadi Kharrazi ◽  
Elham Nazari ◽  
Hamed Tabesh ◽  
Maryam Edalati Khodabandeh ◽  
...  
Keyword(s):  
Public Health ◽  
Health Care ◽  
Health Education ◽  
Health Care Providers ◽  
Scoping Review ◽  
Serious Games ◽  
Educational Games ◽  
Care Providers ◽  
Serious Educational Games

BACKGROUND Serious educational games have shown effectiveness in improving various health outcomes. Previous reviews of health education games have focused on specific diseases, certain medical subjects, fixed target groups, or limited outcomes of interest. Given the recent surge in health game studies, a scoping review of health education games is needed to provide an updated overview of various aspects of such serious games. OBJECTIVE This study aimed to conduct a scoping review of the design and evaluation of serious educational games for health targeting health care providers, patients, and public (health) users. METHODS We identified 2313 studies using a unique combination of keywords in the PubMed and ScienceDirect databases. A total of 161 studies were included in this review after removing duplicates (n=55) and excluding studies not meeting our inclusion criteria (1917 based on title and abstract and 180 after reviewing the full text). The results were stratified based on games targeting health care providers, patients, and public users. RESULTS Most health education games were developed and evaluated in America (82/161, 50.9%) and Europe (64/161, 39.8%), with a considerable number of studies published after 2012. We discovered 58.4% (94/161) of studies aiming to improve knowledge learning and 41.6% (67/161) to enhance skill development. The studies targeted various categories of end users: health care providers (42/161, 26.1%), patients (38/161, 23.6%), public users (75/161, 46.6%), and a mix of users (6/161, 3.7%). Among games targeting patients, only 13% (6/44) targeted a specific disease, whereas a growing majority targeted lifestyle behaviors, social interactions, cognition, and generic health issues (eg, safety and nutrition). Among 101 studies reporting gameplay specifications, the most common gameplay duration was 30 to 45 min. Of the 61 studies reporting game repetition, only 14% (9/61) of the games allowed the users to play the game with unlimited repetitions. From 32 studies that measured follow-up duration after the game intervention, only 1 study reported a 2-year postintervention follow-up. More than 57.7% (93/161) of the games did not have a multidisciplinary team to design, develop, or assess the game. CONCLUSIONS Serious games are increasingly used for health education targeting a variety of end users. This study offers an updated scoping review of the studies assessing the value of serious games in improving health education. The results showed a promising trend in diversifying the application of health education games that go beyond a specific medical condition. However, our findings indicate the need for health education game development and adoption in developing countries and the need to focus on multidisciplinary teamwork in designing effective health education games. Furthermore, future health games should expand the duration and repetition of games and increase the length of the follow-up assessments to provide evidence on long-term effectiveness.

Studying Thracian Civilization Through Serious Games and Storytelling

2022 ◽  
pp. 445-466
Author(s):  
Desislava Paneva-Marinova ◽  
Maxim Goynov ◽  
Detelin Luchev ◽  
Lilia Pavlova ◽  
Zsolt László Márkus ◽  
...  
Keyword(s):  
Cultural Heritage ◽  
Student Learning ◽  
Serious Games ◽  
Educational Games ◽  
Serious Game ◽  
Learning Approach ◽  
Ancient History ◽  
Game Development ◽  
Development Tools ◽  
Serious Educational Games

This chapter presents a novel learning approach for studying ancient Bulgarian history, civilization, and their cultural heritage, namely the Thracian civilization, through storytelling and serious game combinations. The chapter also provides an overview of serious educational games, digital storytelling, and game development tools that can be used to present ancient history and their cultural heritage. The combination of storytelling and serious games successfully helps instructors to motivate student learning, stimulate their curiosity, and make them interested. The authors developed a game editor and a game portal that facilitated the game's development by applying game templates, layout styles, and question pools.

Exploring User Experience While Playing Educational Games

2012 ◽  
Vol 4 (4) ◽  
pp. 19-32 ◽  
Author(s):  
Panagiotis Zaharias ◽  
Christos Gatzoulis ◽  
Yiorgos Chrysanthou
Keyword(s):  
Empirical Study ◽  
User Experience ◽  
Serious Games ◽  
Educational Games ◽  
Serious Game ◽  
Complex Issue ◽  
Serious Gaming ◽  
Serious Educational Games ◽  
Game Industry ◽  
Over Time

The concept and methods of user experience (UX) are gaining momentum in the game industry. Designers and educational practitioners aim to provide rich and effective user experience through serious educational games. Nevertheless several phenomena that delineate the complex issue of UX in serious gaming remain unexplored. This empirical study sheds light on temporality of UX and attractiveness of serious games. More specifically it explores a) how pragmatic and hedonic UX quality affects attractiveness in a serious game and b) investigates differences between anticipated and episodic UX so as to capture how the UX develops over time. Key findings are presented and discussed.

scholarly journals Why Story Matters: A Review of Narrative in Serious Games

2019 ◽  
Vol 58 (3) ◽  
pp. 687-707 ◽  
Author(s):  
Emily Naul ◽  
Min Liu
Keyword(s):  
Learning Environments ◽  
Serious Games ◽  
Educational Games ◽  
Design Strategy ◽  
Virtual Agents ◽  
Immersive Learning ◽  
Narrative Design ◽  
Learning Game ◽  
Games And Simulations ◽  
Motivation And Learning

Literature has shown that immersive learning environments such as digital educational games and simulations often incorporate storytelling elements in their designs as narrative can be an effective way of making learning more meaningful to students. The purpose of this study is to review the literature on the role narrative can play in the experience of a learner engaging in learning games and to synthesize research on features of story that have demonstrated success in these learning environments. The findings have shown that distributed narrative, intrinsically integrated fantasies, empathetic characters and virtual agents, and adaptiveness or responsivity are four characteristics of game narratives found to be effective. Several learning game analyses were performed to illustrate how these games used narrative to foster greater immersion, engagement, motivation, and learning. Finally, a narrative design strategy for serious games is suggested which integrates the effective narrative features as shown in the example games, along with two analysis frameworks, Game Discourse Analysis and Narrative Centered Informant Design. The findings of this study should provide much-needed insights to designers and researchers who are involved in creating immersive learning environments.

scholarly journals Using Serious Games and Video Materials in Clinical Training in Nursing and Midwifery Education

2021 ◽  
Vol 16 (16) ◽  
pp. 231
Author(s):  
Galya Nikolova Georgieva-Tsaneva ◽  
Ivanichka Serbezova
Keyword(s):  
Serious Games ◽  
Clinical Training ◽  
Educational Games ◽  
Effective Means ◽  
Traditional Education ◽  
Educational Process ◽  
Educational Game ◽  
Medical Specialties ◽  
Learning Platform ◽  
Serious Educational Games

The article presents the serious educational games and the video materials (video algorithms) as a means to improve the perception and increase the quality of education in Bulgaria of the students among the medical specialties Nurse and Midwife. The issue of creating models of serious educational games is considered. A serious educational game created with the help of the Kahoot learning platform is presented. The introduction of new technological innovations in the educational process is an important step towards the modernization of the education of today's generation of students. According to a study conducted among students, serious games and video algorithms are effective means of raising the level of education of future Nurses and Midwives. Along with traditional education, they contribute to the formation of highly effective knowledge, skills, competencies, and the acquisition of professional qualities.

scholarly journals Health Education Serious Games Targeting Health Care Providers, Patients, and Public Health Users: Scoping Review

10.2196/13459 ◽  
2020 ◽  
Vol 8 (1) ◽  
pp. e13459 ◽  
Author(s):  
Nahid Sharifzadeh ◽  
Hadi Kharrazi ◽  
Elham Nazari ◽  
Hamed Tabesh ◽  
Maryam Edalati Khodabandeh ◽  
...  
Keyword(s):  
Public Health ◽  
Health Care ◽  
Health Education ◽  
Health Care Providers ◽  
Scoping Review ◽  
Serious Games ◽  
Educational Games ◽  
Care Providers ◽  
Serious Educational Games

Background Serious educational games have shown effectiveness in improving various health outcomes. Previous reviews of health education games have focused on specific diseases, certain medical subjects, fixed target groups, or limited outcomes of interest. Given the recent surge in health game studies, a scoping review of health education games is needed to provide an updated overview of various aspects of such serious games. Objective This study aimed to conduct a scoping review of the design and evaluation of serious educational games for health targeting health care providers, patients, and public (health) users. Methods We identified 2313 studies using a unique combination of keywords in the PubMed and ScienceDirect databases. A total of 161 studies were included in this review after removing duplicates (n=55) and excluding studies not meeting our inclusion criteria (1917 based on title and abstract and 180 after reviewing the full text). The results were stratified based on games targeting health care providers, patients, and public users. Results Most health education games were developed and evaluated in America (82/161, 50.9%) and Europe (64/161, 39.8%), with a considerable number of studies published after 2012. We discovered 58.4% (94/161) of studies aiming to improve knowledge learning and 41.6% (67/161) to enhance skill development. The studies targeted various categories of end users: health care providers (42/161, 26.1%), patients (38/161, 23.6%), public users (75/161, 46.6%), and a mix of users (6/161, 3.7%). Among games targeting patients, only 13% (6/44) targeted a specific disease, whereas a growing majority targeted lifestyle behaviors, social interactions, cognition, and generic health issues (eg, safety and nutrition). Among 101 studies reporting gameplay specifications, the most common gameplay duration was 30 to 45 min. Of the 61 studies reporting game repetition, only 14% (9/61) of the games allowed the users to play the game with unlimited repetitions. From 32 studies that measured follow-up duration after the game intervention, only 1 study reported a 2-year postintervention follow-up. More than 57.7% (93/161) of the games did not have a multidisciplinary team to design, develop, or assess the game. Conclusions Serious games are increasingly used for health education targeting a variety of end users. This study offers an updated scoping review of the studies assessing the value of serious games in improving health education. The results showed a promising trend in diversifying the application of health education games that go beyond a specific medical condition. However, our findings indicate the need for health education game development and adoption in developing countries and the need to focus on multidisciplinary teamwork in designing effective health education games. Furthermore, future health games should expand the duration and repetition of games and increase the length of the follow-up assessments to provide evidence on long-term effectiveness.

scholarly journals Virtual Reality and Serious Games Using in Distance Learning in Medicine in Bulgaria

2020 ◽  
Vol 15 (19) ◽  
pp. 223
Author(s):  
Galya Nikolova Georgieva-Tsaneva ◽  
Ivanichka Serbezova
Keyword(s):  
Distance Learning ◽  
Serious Games ◽  
Educational Games ◽  
Virtual Classroom ◽  
Educational Process ◽  
Innovative Methods ◽  
Teachers And Students ◽  
Serious Educational Games ◽  
High Level ◽  
User Friendly

Thе paper presents the inclusion of new innovative methods in medical education in Bulgaria. Recently, schools around the world have had to move to distance learning for their students. The use of modern technologies in the virtual classroom today is the most important part of the educational process. Effective modern devices, user-friendly platforms and appropriate educational pedagogical methods prove to be the key to excellent training. The inclusion of virtual teaching methods and serious educational games contributes to the conduct of high-level training and the formation of future medics of knowledge, skills and experience necessary for the formation of their professional qualities. The paper presents the results of a survey conducted among trainers and trainees at medical universities in Bulgaria. The analysis of the results shows the readiness of teachers and students to apply the methods of virtual learning and serious games in the educational process.

scholarly journals Analysis on Educating Mechanical Engineers Through Serious Games Using Pervasive Technologies

2016 ◽  
Author(s):  
Jannicke Madeleine Baalsrud Hauge ◽  
Theodore Lim ◽  
Matthias Kalverkamp ◽  
Florian Haase ◽  
Francesco Bellotti
Keyword(s):  
User Interface ◽  
Learning Outcomes ◽  
Serious Games ◽  
Educational Games ◽  
Learning Experience ◽  
Digital Technologies ◽  
Cyber Physical Systems ◽  
Game Based Learning ◽  
Physical Systems

In the education of mechanical engineers alternative learning methods like serious games, simulations etc. have been used in past decades to better the learning outcomes. However, as digital technologies advance, so too does the quality of commercial game-based learning. This brings the expectation that while serious games are still considered as an experimental pedagogic vehicle, the learning experience among students and their experience of using serious games become heightened. This is a challenge for several educational games that though fully able to progress a learning goal, is deemed detached due to its dated user interface and inability to host the latest ICTs. This creates an unappealing aspect to the student and can also affect their motivation. This paper reports on the early efforts to analyze serious games from the perspective of learning and gaming mechanics and the virtual environment and systems that can be made pervasive. The intention is to re-furbish dated serious games that are highly relevant to educating mechanical engineers. The proposed concepts lie in the adoption of new pervasive technologies enabled by cyber-physical systems (CPS) and Internet of things (IoT) to modernize dated engineering serious games.

Formative Research for STEM Educational Games

2013 ◽  
Vol 221 (2) ◽  
pp. 90-97 ◽  
Author(s):  
John L. Sherry
Keyword(s):  
Video Game ◽  
Serious Games ◽  
Educational Games ◽  
Sesame Street ◽  
Children's Television ◽  
Educational Video ◽  
Educational Media ◽  
Television Shows ◽  
Educational Video Game ◽  
Games For Health

Millions in taxpayer and foundation euros and dollars have been spent building and testing educational video games, games for health, and serious games. What have been the fruits of this frenzy of activity? What educational video game has had the reach and impact of Sesame Street or Blues Clues television shows? By comparison, the Children’s Television Workshop (CTW) managed to get Sesame Street off the ground within a couple of years, writing the basic scientific literature on educational media design in the process. Not only is Sesame Street well known and proven, it laid the basis for every effective educational show to follow. This article explores the differences between the CTW scientific approach to educational media production and the mostly nonscientific approach consuming so many resources in the educational games, games for health, and serious games movements. Fundamental scientific questions that remain unanswered are outlined.

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