Interaction and game engagement based on players' background and preferences

2015 ◽  
Author(s):  
Siti Zahidah Abdullah ◽  
Nazlena Mohamad Ali ◽  
Hyowon Lee ◽  
Haining Liang
Keyword(s):  
Game Engagement

Students’ perceptions of an in-house developed pharmacy serious game for professional skills training

2020 ◽  
Vol 6 (5) ◽  
pp. 293-296
Author(s):  
Kevin Yi-Lwern Yap ◽  
Shawn Ignatius Boon Heng Tan ◽  
Kai Zhen Yap ◽  
John Yin Gwee Yap
Keyword(s):  
Student Learning ◽  
Three Dimensional ◽  
Skills Training ◽  
Role Playing ◽  
Clinical Practices ◽  
Professional Skills ◽  
Role Playing Game ◽  
Game Engagement ◽  
Self Administered Questionnaire ◽  
Enhance Student Learning

BackgroundAn in-house three-dimensional (3D) multiplayer online role-playing game was developed for professional skills training of pharmacy students. Students play the game in a post-apocalyptic world to save humankind from zombies. They solve virtual patient encounters through visual and motion-capture technologies. Their gaming perceptions and experiences were investigated.MethodA self-administered questionnaire obtained participants’ demographics, gaming interests, perceptions of game effectiveness, preferences on gaming elements and gameplay experience through the Game Engagement Questionnaire (GEQ). Pre-gameplay and post-gameplay assessments were tracked to assess student learning. Descriptive statistics and paired sample t-tests were used for analysis.ResultsFifty-five students were recruited. Two-thirds of the gameplay group (67.9%) liked the post-apocalyptic fantasy settings and heroic storyline (66.0%). Three quarters liked the modern setting (73.1%), authentic plots (73.5%) and plot animations (72.3%). Participants felt the game was effective in training health communication and patient history-taking skills (81.8%). Participants’ test scores for counselling increased from 66.1%±7.6% (pre-gameplay) to 70.3%±8.0% (post-gameplay, p=0.004). The highest scoring GEQ dimension was sensory and imaginative immersion (2.92±0.74).ConclusionStudents found the game useful for pharmacy professional skills training. With proper implementation, this game can become a useful tool to enhance student learning and gear them towards clinical practices.

Player Behavior Modeling for Enhancing Role-Playing Game Engagement

2021 ◽  
Vol 8 (2) ◽  
pp. 464-474
Author(s):  
Sha Zhao ◽  
Yizhi Xu ◽  
Zhiling Luo ◽  
Jianrong Tao ◽  
Shijian Li ◽  
...  
Keyword(s):  
Role Playing ◽  
Behavior Modeling ◽  
Role Playing Game ◽  
Game Engagement

An empirical validation of consumer video game engagement: A playful-consumption experience approach

2019 ◽  
Vol 29 ◽  
pp. 43-55 ◽  
Author(s):  
Amir Zaib Abbasi ◽  
Ding Hooi Ting ◽  
Helmut Hlavacs ◽  
Liliana Vale Costa ◽  
Ana Isabel Veloso
Keyword(s):  
Video Game ◽  
Empirical Validation ◽  
Consumption Experience ◽  
Game Engagement ◽  
Consumer Video

scholarly journals Adolescent Problematic Gaming and Domain-Specific Perceptions of Self

2016 ◽  
Vol 6 (4) ◽  
pp. 44-56 ◽  
Author(s):  
Devin J. Mills ◽  
Jessica Mettler ◽  
Michael J. Sornberger ◽  
Nancy L. Heath
Keyword(s):  
Video Game ◽  
Future Research ◽  
Video Gaming ◽  
Self Perception ◽  
Social Responsibilities ◽  
Domain Specific ◽  
Self Worth ◽  
Perception Of Self ◽  
Close Friendship ◽  
Game Engagement

Problematic video game use (PVGU) is an inability to meet personal and social responsibilities due to video gaming. It is estimated to affect 5 to 6% of adolescents. Research demonstrates greater video game engagement is associated with a poorer perception of self in several domains; however, the relation between PVGU and self-perception has not yet be examined. The present study explored this association using a sample of 758 Grade 7 adolescents (55.1% Female; Mage= 12.34 years; SD = 0.49 years). Results revealed greater PVGU to be associated with a poorer perception of self within the behavioural conduct and close friendship domains. Similar differences emerged when examining reports of self-perception across the PVGU classifications (i.e., None, Minimal, At-Risk, Problematic). Unexpectedly, two interactions between gender and PVGU classifications were observed for the behavioural conduct and self-worth domains of self-perception. The discussion addresses the implications of these findings and points to areas of future research.

scholarly journals Virtual Reality as a Tool for Student Orientation in Distance Education Programs

2020 ◽  
Vol 39 (2) ◽  
Author(s):  
Sandra Valenti ◽  
Brady Lund ◽  
Ting Wang
Keyword(s):  
Virtual Reality ◽  
Information Science ◽  
Library Science ◽  
Experimental Methodology ◽  
Library And Information Science ◽  
Student Orientation ◽  
Engagement Theory ◽  
Standard Text ◽  
Willingness To Use ◽  
Game Engagement

Virtual reality (VR) has emerged as a popular technology for gaming and learning, with its uses for teaching presently being investigated in a variety of educational settings. However, one area where the effect of this technology on students has not been examined in detail is as tool for new student orientation in colleges and universities. This study investigates this effect using an experimental methodology and the population of new master of library science (MLS) students entering a library and information science (LIS) program. The results indicate that students who received a VR orientation expressed more optimistic views about the technology, saw greater improvement in scores on an assessment of knowledge about their program and chosen profession, and saw a small decrease in program anxiety compared to those who received the same information as standard text-and-links. The majority of students also indicated a willingness to use VR technology for learning for long periods of time (25 minutes or more). The researchers concluded that VR may be a useful tool for increasing student engagement, as described by Game Engagement Theory.

Measuring Video Game Engagement Through Gameplay Reviews

2014 ◽  
Vol 45 (4-5) ◽  
pp. 593-610 ◽  
Author(s):  
David Kirschner ◽  
J. Patrick Williams
Keyword(s):  
Video Game ◽  
Game Engagement

scholarly journals A Comparison of Older Adults’ Subjective Experiences With Virtual and Real Environments During Dynamic Balance Activities

2015 ◽  
Vol 23 (1) ◽  
pp. 24-33 ◽  
Author(s):  
Rachel Proffitt ◽  
Belinda Lange ◽  
Christina Chen ◽  
Carolee Winstein
Keyword(s):  
Older Adults ◽  
Subjective Experience ◽  
Dynamic Balance ◽  
Balance Training ◽  
Semistructured Interview ◽  
Subjective Experiences ◽  
Healthy Older Adults ◽  
External Focus ◽  
Similar Motor ◽  
Game Engagement

The purpose of this study was to explore the subjective experience of older adults interacting with both virtual and real environments. Thirty healthy older adults engaged with real and virtual tasks of similar motor demands: reaching to a target in standing and stepping stance. Immersive tendencies and absorption scales were administered before the session. Game engagement and experience questionnaires were completed after each task, followed by a semistructured interview at the end of the testing session. Data were analyzed respectively using paired t tests and grounded theory methodology. Participants preferred the virtual task over the real task. They also reported an increase in presence and absorption with the virtual task, describing an external focus of attention. Findings will be used to inform future development of appropriate game-based balance training applications that could be embedded in the home or community settings as part of evidence-based fall prevention programs.

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