Applications of serious games in construction: the current state, classifications and a proposed process framework

2021 ◽  
pp. 1-11
Author(s):  
Mohamad Salah Taleb ◽  
Sheila Belayutham ◽  
Che Khairil Izam Che Ibrahim
Keyword(s):  
Serious Games ◽  
Current State ◽  
Process Framework

Game-based Intervention Reporting Guidelines (GAMING): A Review on the Conceptual Ambiguity Surrounding Gamification and Serious Games in Healthcare (Preprint)

2021 ◽  
Author(s):  
Simon Warsinsky ◽  
Manuel Schmidt-Kraepelin ◽  
Sascha Rank ◽  
Scott Thiebes ◽  
Ali Sunyaev
Keyword(s):  
Literature Review ◽  
Health Behaviors ◽  
Serious Games ◽  
Empirical Studies ◽  
Healthcare Research ◽  
Reporting Guidelines ◽  
Research Approach ◽  
Current State ◽  
Study Results ◽  
Intervention Reporting

BACKGROUND In healthcare, using game-based intervention approaches to increase motivation, engagement, and overall sustainability of health behaviors is steadily becoming more common. The most prevailing approaches for such game-based interventions in healthcare research are gamification and serious games. Various researchers have discussed substantial conceptual differences between these two concepts, supported by empirical studies showing differences in the effects on specific health behaviors. However, researchers also frequently report cases where terms related to these two concepts are used ambiguously or even interchangeably. It remains unclear to which extent existing healthcare research explicitly distinguishes between gamification and serious games and whether it draws on existing conceptual considerations in order to do so. OBJECTIVE Our study aims to address this lack of knowledge by capturing the current state of conceptualizations of gamification and serious games in healthcare research. Furthermore, we provide tools for researchers to disambiguate reporting on game-based interventions. METHODS We employed a 2-step research approach. First, we conducted a systematic literature review of 206 studies published in the Journal of Medical Internet Research and its sister journals containing terms related to either gamification, serious games, or both. We analyzed their conceptualizations of gamification and serious games, as well as distinctions between the two concepts. Second, based on the literature review findings, we developed a set of guidelines for researchers reporting on game-based interventions and evaluated them with a group of 7 experts from the field. RESULTS Our results show that less than half of concept mentions are accompanied by an explicit definition. For the distinction between the two concepts, we identified 4 common approaches: implicit distinction, synonymous use of terms, serious games as gamified systems, and distinction based on the full game dimension. Our Game-based Intervention Reporting Guidelines (GAMING) consist of 25 items grouped into 4 topics: (1) Conceptual Focus, (2) Contribution, (3) Mindfulness about Related Concepts, and (4) Individual Concept Definitions. CONCLUSIONS Conceptualizations of gamification and serious games in healthcare literature are strongly heterogeneous, leading to conceptual ambiguity. Following the GAMING guidelines can support authors in rigorous reporting on study results of game-based interventions.

Crossing the Chasm

2012 ◽  
pp. 280-289
Author(s):  
Theresa M. Vitolo
Keyword(s):  
Complex Systems ◽  
Serious Games ◽  
Social Economic ◽  
Serious Game ◽  
Scientific Methods ◽  
Current State ◽  
Gaming Technology ◽  
The Future

Serious games are technology with unrealized potential as an innovation for reasoning about complex systems. The technology is enticing to technologically-savvy individuals, but the acceptance of serious games into mainstream processes requires addressing several systemic issues spanning social, economic, behavioral, and technological aspects. First, deployment of gaming technology for critical processes needs to embrace statistical and scientific methods appropriate for valid, accurate, and verifiable simulation of such processes. Second, identifying the correct instance and application breadth for a serious game within an organization needs to be articulated and supported with research. Third, funding for serious-games initiatives will need to be won as the funding will displace monies previously allocated and championed for other projects. Last, the endeavor faces the problem of negative connotations about its appropriateness as a viable technology for mainstream processes rather than for entertainment and diversion. The chapter examines the chasm serious games must traverse by examining the issues and posing approaches to minimize their effect on the adoption of the technology. The histories of other technologies that faced similar hurdles are compared to the current state of serious games, offering a perspective on the hurdle’s resolution. In the future, the hurdles can be minimized as curricula are developed with the solutions to the issues incorporated in the content.

Review of Serious Games for People with Diabetes

2016 ◽  
pp. 412-447 ◽  
Author(s):  
Alexandra Makhlysheva ◽  
Eirik Årsand ◽  
Gunnar Hartvigsen
Keyword(s):  
Type 1 Diabetes ◽  
Young People ◽  
Systematic Reviews ◽  
Serious Games ◽  
Distribution Channel ◽  
Treatment Regimens ◽  
Current State ◽  
The Status ◽  
Games For Health

This chapter aims to illuminate the current state of the field of diabetes-related serious games. First, it describes the problems and difficulties for young people with type 1 diabetes associated with their adherence to treatment regimens. The chapter also discusses various tendencies in the field of diabetes-related games that follow the findings of the systematic reviews performed between 2012 and 2014. Based on the reviews, significant gameplay features of games for health are identified. Further, it presents an example of a smartphone-based serious game developed for children with type 1 diabetes. Finally, this chapter discusses the distribution channel and platforms for serious games and improvements for the status of the field of games for health.

scholarly journals Web-Based Serious Games and Accessibility: A Systematic Literature Review

2020 ◽  
Vol 10 (21) ◽  
pp. 7859 ◽  
Author(s):  
Luis Salvador-Ullauri ◽  
Patricia Acosta-Vargas ◽  
Sergio Luján-Mora
Keyword(s):  
Literature Review ◽  
Systematic Literature Review ◽  
Serious Games ◽  
Teaching And Learning ◽  
Team Approach ◽  
Web Based ◽  
Current State ◽  
Educational Processes ◽  
Educational Environments ◽  
Study Selection

Nowadays, serious games, called training or learning games, have been incorporated into teaching and learning processes. Due to the increase of their use, the need to guarantee their accessibility arises in order to include people with disabilities in the educational environments in an integral way. There are reviews of the literature on video games but not on web-based serious games. Serious games are different from the previous ones because their educational processes allow reinforcing learning. This literature review was conducted using the recommendations for systematic reviews proposed by Kitchenham and Petersen. Three independent reviewers searched the ACM Digital Library, IEEE Xplore, Scopus, and Web of Science databases for the most relevant articles published between 2000 and 2020. Review selection and extraction were made using an interactive team approach. We applied the study selection process’s flowchart adapted from the PRISMA statement to filter in three stages. This systematic literature review provides researchers and practitioners with the current state of web-based serious games and accessibility, considering cognitive, motor, and sensory disabilities.

Motivating Game-Based Learning Efforts in Higher Education

2015 ◽  
Vol 13 (2) ◽  
pp. 54-72 ◽  
Author(s):  
Gina Moylan ◽  
Ann W. Burgess ◽  
Charles Figley ◽  
Michael Bernstein
Keyword(s):  
Higher Education ◽  
Serious Games ◽  
Core Curriculum ◽  
Game Based Learning ◽  
The Core ◽  
Current State ◽  
Considerable Research ◽  
Order Of Magnitude ◽  
K 12 ◽  
Academic Content

Though there is considerable research to support using Game-Based Learning (GBL) in higher education, its implementation is lagging behind K-12 education by an order of magnitude. By considering the current state of GBL from leadership, primary consumer, academic and technical perspectives, the authors frame the main issues involved with successfully implementing these efforts. These issues involve obtaining the resources required to make mature serious games that are similar in presentation, functionality and effectiveness to the commercial-based products so widely used today, while ensuring that they are imbued with academic content worthy of college curricula. After motivating a compelling case for GBL, despite a number of constraints and difficulties, the authors present two higher education efforts that are designed to augment the core curriculum for undergraduate and graduate level courses associated with the field of Trauma—a field enhanced by virtual efforts due to its challenging subject matter.

Distinctions Between Games and Learning

2011 ◽  
pp. 75-107
Author(s):  
Katrin Becker
Keyword(s):  
Serious Games ◽  
Formal Education ◽  
Educational Games ◽  
Digital Games ◽  
Learning Objects ◽  
Serious Game ◽  
Educational Context ◽  
Current State ◽  
Specific Focus ◽  
Games And Learning

Serious games are digital games designed for purposes other than pure entertainment. This category includes educational games but it also includes a great deal more. A field that was unheard of until Ben Sawyer referred to it as Serious Games in late 2002 (Sawyer, 2003) has already grown so large that one can only hope to keep track of a very small part of it. The time is rapidly coming to an end when literature surveys of even one branch of Serious Games can be considered comprehensive. This chapter will examine the current state of the part of the serious games discipline that intersects with formal education, with a particular focus on design. The chapter begins broadly by looking at games in order to define the term serious game but then narrows to a specific focus on games for education. In this way, it provides an educational context for games as learning objects, distinguishes between traditional, (i.e. non-digital; Murray, 1998) and digital games, and classifies games for education as a subcategory of serious games while at the same time still being part of a larger group of interactive digital applications.

The Use of Computer Games in Education

2011 ◽  
pp. 29-50 ◽  
Author(s):  
Thomas Hainey ◽  
Thomas Connolly ◽  
Mark Stansfield ◽  
Liz Boyle
Keyword(s):  
Information Systems ◽  
Software Engineering ◽  
Computer Science ◽  
Empirical Evidence ◽  
Computer Games ◽  
Serious Games ◽  
Empirical Literature ◽  
Advantages And Disadvantages ◽  
Current State ◽  
Engineering Information

Games-based learning has captured the interest of educationalists as it is perceived as a potentially highly motivating approach for learning in a diverse number of areas. Despite this, there is a dearth of empirical evidence in the GBL literature, and confusion as to where games-based learning fits in relation to games, simulations, and serious games. This chapter will present a review of the current state of the GBL empirical literature, but will particularly focus on the fields of software engineering, Information Systems, and computer science. This chapter will also take into account the advantages and disadvantages that have to be considered when selecting a GBL approach.

Distinctions Between Games and Learning

2010 ◽  
pp. 22-54 ◽  
Author(s):  
Katrin Becker
Keyword(s):  
Serious Games ◽  
Formal Education ◽  
Educational Games ◽  
Digital Games ◽  
Learning Objects ◽  
Serious Game ◽  
Educational Context ◽  
Current State ◽  
Specific Focus ◽  
Games And Learning

Serious games are digital games designed for purposes other than pure entertainment. This category includes educational games but it also includes a great deal more. A field that was unheard of until Ben Sawyer referred to it as Serious Games in late 2002 (Sawyer, 2003) has already grown so large that one can only hope to keep track of a very small part of it. The time is rapidly coming to an end when literature surveys of even one branch of Serious Games can be considered comprehensive. This chapter will examine the current state of the part of the serious games discipline that intersects with formal education, with a particular focus on design. The chapter begins broadly by looking at games in order to define the term serious game but then narrows to a specific focus on games for education. In this way, it provides an educational context for games as learning objects, distinguishes between traditional, (i.e. non-digital; Murray, 1998) and digital games, and classifies games for education as a subcategory of serious games while at the same time still being part of a larger group of interactive digital applications.

Serious games in preventing sexually transmitted infections among adolescents: Systematic review about the current state of evidence (Preprint)

2021 ◽  
Author(s):  
Karina Ilskens ◽  
Kamil J. Wrona ◽  
Christoph Dockweiler ◽  
Florian Fischer
Keyword(s):  
Systematic Review ◽  
Sexual Behavior ◽  
Sexual Health ◽  
Sexually Transmitted Infections ◽  
Serious Games ◽  
Future Orientation ◽  
Sexually Transmitted ◽  
Current State ◽  
And Behavior ◽  
Attitudes And Behavior

BACKGROUND Sexually transmitted infections (STIs) represent a global health risk. Adolescents, among other vulnerable groups, are at increased risk of infection due to an identified lack of knowledge and risky sexual behavior. Given the fact that adolescents often use digital media and that serious games are considered to have the potential to change knowledge, attitudes and behavior, serious games represent an opportunity for the prevention of (STIs). OBJECTIVE The aim of this systematic review was to describe the current state of evidence related to 1) the effectiveness/impact of serious games and 2) perceptions/game experiences of serious games users targeting sexual health and STI prevention. METHODS A systematic review has been conducted in PubMed and Web of Science. Studies published from 2009 to 2021 have been included that surveyed the effectiveness of serious games on adolescent sexual health. A total of 18 studies met the inclusion criteria and where categorized according to dimensions of effectiveness and gaming experience. RESULTS Various dimensions of effectiveness and aspects of gaming experience were investigated within the primary studies. In total, nine dimensions of effectiveness have been observed: Sexual behavior, behavioral intentions, knowledge, attitudes and beliefs, self-efficacy and personal limitations, personality traits and future orientation, environmental and individual risk factors, risk perception and risk assessment, as well as normative beliefs and (social) norms. Furthermore, several dimensions related to gaming experience have been investigated in previous studies, which are motivation, acceptance, trustworthiness, comprehensibility, handling and control, perceived effectiveness, as well as satisfaction. CONCLUSIONS Knowledge has already been comprehensively surveyed and a positive influence of serious games on knowledge about sexual topics is evident. The results clearly show that adolescents’ sexual knowledge was increased by the serious games interventions. However, methodological and content differences in the surveys as well as external conditions make it difficult to draw conclusions about effectiveness related to changes in attitudes and behavior.

scholarly journals Interactive Digital Serious Games for the Assessment, Rehabilitation, and Prediction of Dementia

2014 ◽  
Vol 2014 ◽  
pp. 1-11 ◽  
Author(s):  
Sayed Kazmi ◽  
Hassan Ugail ◽  
Valerie Lesk ◽  
Ian Palmer
Keyword(s):  
Serious Games ◽  
State Of The Art ◽  
Computer Game ◽  
Severe Adverse Effect ◽  
Brain Training ◽  
Current State ◽  
Research Material ◽  
Conventional Tests ◽  
Research Grade

Dementia is a serious, progressive, and often debilitating illness with no known cure, having a severe adverse effect on memory, behaviour, reasoning, and communication. A comprehensive review of current refereed research material in the use of games in this area is scarce and suffers from being orientated towards commercially available games or derivatives such as “Dr. Kawashima’s brain training.” There is much lesser concern for bespoke research grade alternatives. This review will attempt to assess the current state of the art in research orientated games for dementia, importantly identifying systems capable of prediction before the onset of the disease. It can be ascertained from the literature reviewed that there are clearly a large number of interactive computer game based mechanisms used for dementia. However, these are each highly intrusive in terms of affecting normal living and the patient is aware of being tested; furthermore their long-term or real benefits are unknown as is their effect over conventional tests. It is important to predict cognitive impairment at a stage early enough to maximise benefit from treatment and therapeutic intervention. Considering the availability, use, and increasing power of modern mobile smartphones, it is logically plausible to explore this platform for dementia healthcare.

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