scholarly journals Serious games, a game changer in teaching neonatal resuscitation? A review

2019 ◽  
Vol 105 (1) ◽  
pp. 98-107 ◽  
Author(s):  
Simran K Ghoman ◽  
Siddhi D Patel ◽  
Maria Cutumisu ◽  
Patrick von Hauff ◽  
Thomas Jeffery ◽  
...  
Keyword(s):  
Virtual Reality ◽  
Video Games ◽  
Serious Games ◽  
Healthcare Professionals ◽  
Newborn Infants ◽  
Neonatal Resuscitation ◽  
Knowledge Retention ◽  
Future Research ◽  
Cochrane Central Register ◽  
Board Games

BackgroundNeonatal healthcare professionals require frequent simulation-based education (SBE) to improve their cognitive, psychomotor and communication skills during neonatal resuscitation. However, current SBE approaches are resource-intensive and not routinely offered in all healthcare facilities. Serious games (board and computer based) may be effective and more accessible alternatives.ObjectiveTo review the current literature about serious games, and how these games might improve knowledge retention and skills in neonatal healthcare professionals.MethodLiterature searches of PubMed, Google Scholar, Cochrane Central Register of Controlled Trials, CINAHL, Web of Science and EMBASE databases were performed to identify studies examining serious games in neonatology. All games, such as board games, tabletop games, video games, screen-based simulators, tabletop simulators and virtual reality games were included.ResultsTwelve serious games were included in this review (four board games, five video games and three virtual reality games). Overall, knowledge improvement was reported for the RETAIN (REsuscitationTrAINing for healthcare professionals) board game (10% increase in knowledge retention) and The Neonatology Game (4.15 points higher test score compared with control). Serious games are increasingly incorporated into Nursing and Medical School Curriculums to reinforce theoretical and practical learning.ConclusionsSerious games have the potential to improve healthcare professionals’ knowledge, skills and adherence to the resuscitation algorithm and could enhance access to SBE in resource-intensive and resource-limited areas. Future research should examine important clinical outcomes in newborn infants.

scholarly journals Awareness, Prevention, Detection, and Therapy Applications for Depression and Anxiety in Serious Games for Children and Adolescents: Systematic Review

10.2196/30482 ◽  
2021 ◽  
Vol 9 (4) ◽  
pp. e30482
Author(s):  
Kim Martinez ◽  
Maria Isabel Menéndez-Menéndez ◽  
Andres Bustillo
Keyword(s):  
Virtual Reality ◽  
Children And Adolescents ◽  
Serious Games ◽  
Future Research ◽  
Depression And Anxiety ◽  
Major Health ◽  
New Approach ◽  
Before And After ◽  
Open Line ◽  
The Common

Background Depression and anxiety in children and adolescents are major health problems worldwide. In recent years, serious games research has advanced in the development of tools to address these mental health conditions. However, there has not been an extensive analysis of these games, their tendencies, and capacities. Objective This review aims to gather the most current serious games, published from 2015 to 2020, with a new approach focusing on their applications: awareness, prevention, detection, and therapy. The purpose is also to analyze the implementation, development, and evaluation of these tools to obtain trends, strengths, and weaknesses for future research lines. Methods The identification of the serious games through a literature search was conducted on the databases PubMed, Scopus, Wiley, Taylor and Francis, Springer, PsycINFO, PsycArticles, Web of Science, and Science Direct. The identified records were screened to include only the manuscripts meeting these criteria: a serious game for PC, smartphone, or virtual reality; developed by research teams; targeting only depression or anxiety or both; aiming specifically at children or adolescents. Results A total of 34 studies have been found that developed serious games for PC, smartphone, and virtual reality devices and tested them in children and adolescents. Most of the games address both conditions and are applied in prevention and therapy. Nevertheless, there is a trend that anxiety is targeted more in childhood and depression targeted more in adolescence. Regarding design, the game genres arcade minigames, adventure worlds, and social simulations are used, in this order. For implementation, these serious games usually require sessions of 1 hour and are most often played using a PC. Moreover, the common evaluation tools are normalized questionnaires that measure acquisition of skills or reduction of symptoms. Most studies collect and compare these data before and after the participants play. Conclusions The results show that more awareness and detection games are needed, as well as games that mix the awareness, prevention, detection, and therapy applications. In addition, games for depression and anxiety should equally target all age ranges. For future research, the development and evaluation of serious games should be standardized, so the implementation of serious games as tools would advance. The games should always offer support while playing, in addition to collecting data on participant behavior during the game to better analyze their learning. Furthermore, there is an open line regarding the use of virtual reality for these games due to the capabilities offered by this technology.

scholarly journals NEOGAMES: A Serious Computer Game That Improves Long-Term Knowledge Retention of Neonatal Resuscitation in Undergraduate Medical Students

2021 ◽  
Vol 9 ◽  
Author(s):  
Liyuan Hu ◽  
Lan Zhang ◽  
Rong Yin ◽  
Zhihua Li ◽  
Jianqing Shen ◽  
...  
Keyword(s):  
Medical Students ◽  
Test Scores ◽  
Serious Games ◽  
Neonatal Resuscitation ◽  
Computer Game ◽  
Knowledge Retention ◽  
Control Group ◽  
Undergraduate Medical Students ◽  
Resuscitation Training

Background: Serious games are potential alternatives for supplementing traditional simulation-based education for neonatal resuscitation training. However, evidence regarding the benefits of using serious games to improve long-term knowledge retention of neonatal resuscitation in undergraduate medical students is lacking.Objective: We designed a serious computer game “NEOGAMES” to train undergraduate medical students in neonatal resuscitation in a cost-friendly and accessible way and to examine whether serious game-based training improves long-term knowledge retention in medical students.Methods: “NEOGAMES” consists of a screen with images of an incubator, a baby, visual objects, anatomy, action cards, monitors, real-time feedback, and emotional components. Undergraduate medical students from Shanghai Medical College of Fudan University were invited to participate and were allocated to a game group or a control group. Participants in the game group played the game before the training. All the participants completed three written tests, pre- and post-training knowledge tests and a follow-up test after 6 months.Results: Eighty-one medical students participated in the study. The student demographic characteristics of the groups were comparable, including sex, age, and grade point average (GPA). Significant short-term knowledge improvement was noticed only for male students in the game group based on their 5.2-point higher test scores than those of the controls (p = 0.006). However, long-term knowledge improvement at 6 months was identified for both male and female students in the game group, with test scores 21.8 and 20 points higher, respectively, than those of the controls (P < 0.001). The long-term knowledge retention in the game group was almost 3 times higher than that in the control group.Conclusions: Long-term knowledge retention was nearly 3 times higher for the game group than for the control group. The improvement in knowledge supports the use of serious games for undergraduate medical education.

scholarly journals KinFit: A Factual Aerobic Sport Game with Stimulation Support

2018 ◽  
Vol 13 (12) ◽  
pp. 50 ◽  
Author(s):  
AbdelGhani Karkar ◽  
Somaya AlMaadeed ◽  
Rehab Salem ◽  
Mariam AbdelHady ◽  
Sara Abou-Aggour ◽  
...  
Keyword(s):  
Virtual Reality ◽  
Video Games ◽  
Video Game ◽  
Serious Games ◽  
Overweight And Obesity ◽  
User Studies ◽  
Immersive Virtual Reality ◽  
Health Awareness ◽  
Realistic Scenes

Overweight and obesity is a situation where a person has stacked too much fat that might affect negatively his/her health. Many people skip doing exercises due to several facts related to the encouragement, health-awareness, and time ar-rangement. Diverse aerobic video games have been proposed to help users in do-ing exercises. However, we observe some limitations in existing games. For in-stance, they don’t give correct scores while wearing Arabic traditional suits, they don’t consider showing immersive realistic scenes, and they don’t stimulate users to do exercises and keeping them encouraged to play more. We propose in this paper an aerobic video game that displays real scenes of aerobic coaches and keeps the user notified about doing exercises. It is a kind of serious games that allows users to learn aerobic movements and practice with aerobic coaches. It contains several exercises in which each can be played on normal screen or in fully immersive virtual reality (VR). While the user is playing, he/she can see the playing score with the estimated amount of burned calories. It stores the time when the user plays to remind him/her about doing exercises again. The profound user studies demonstrated the usability and effectiveness of the proposed game.

Pedagogical Agents for Learning

2016 ◽  
pp. 216-238 ◽  
Author(s):  
Noah L. Schroeder
Keyword(s):  
Virtual Reality ◽  
Online Learning ◽  
Video Games ◽  
Learning Environment ◽  
Learning Technologies ◽  
Future Research ◽  
Pedagogical Agents ◽  
Theoretical Rationale ◽  
The Past ◽  
Multimedia Environments

Throughout the past two decades, researchers have seen rapid innovations in the field of learning technologies. Virtual reality, video games, and online learning are becoming quite common in educational contexts. Pedagogical agents are often present in a variety of these virtual environments. Pedagogical agents are virtual characters with an on-screen presence that are designed to facilitate learning in multimedia environments. In this chapter the author examines the theoretical rationale for incorporating a pedagogical agent into a learning environment, critically examines their effectiveness for learning, and discusses how they have been implemented in research studies to date. Suggestions for future research in virtual reality environments are highlighted.

Video Games for Children and Adolescents With Special Educational Needs

2013 ◽  
Vol 221 (2) ◽  
pp. 79-89 ◽  
Author(s):  
Kevin Durkin ◽  
James Boyle ◽  
Simon Hunter ◽  
Gina Conti-Ramsden
Keyword(s):  
Video Games ◽  
Video Game ◽  
Serious Games ◽  
Current Knowledge ◽  
Educational Needs ◽  
Future Research ◽  
Special Educational Needs ◽  
Game Play ◽  
The Social ◽  
Almost All

Almost all children play video games at some point and many play regularly. Not only are games ubiquitous in children’s leisure environments but the motivational and skill-enhancing potentialities of this technology are being exploited increasingly in education. Good quality games, which are challenging, instructive, and absorbing, can make learning enjoyable and effective. But is this the case for children who struggle in school? This paper reviews the emerging literature on video game uses by children with special educational needs. With reference to both entertainment games and “serious” games, we consider (i) the implications of developmental and learning disabilities for game play, (ii) the potential of games to address special cognitive and educational needs, and (iii) the social potential of game play. Gaps in current knowledge are identified and directions for future research are outlined.

scholarly journals Awareness, Prevention, Detection, and Therapy Applications for Depression and Anxiety in Serious Games for Children and Adolescents: Systematic Review (Preprint)

2021 ◽  
Author(s):  
Kim Martinez ◽  
Maria Isabel Menéndez-Menéndez ◽  
Andres Bustillo
Keyword(s):  
Virtual Reality ◽  
Children And Adolescents ◽  
Serious Games ◽  
Future Research ◽  
Depression And Anxiety ◽  
Major Health ◽  
New Approach ◽  
Before And After ◽  
Open Line ◽  
The Common

BACKGROUND Depression and anxiety in children and adolescents are major health problems worldwide. In recent years, serious games research has advanced in the development of tools to address these mental health conditions. However, there has not been an extensive analysis of these games, their tendencies, and capacities. OBJECTIVE This review aims to gather the most current serious games, published from 2015 to 2020, with a new approach focusing on their applications: awareness, prevention, detection, and therapy. The purpose is also to analyze the implementation, development, and evaluation of these tools to obtain trends, strengths, and weaknesses for future research lines. METHODS The identification of the serious games through a literature search was conducted on the databases PubMed, Scopus, Wiley, Taylor and Francis, Springer, PsycINFO, PsycArticles, Web of Science, and Science Direct. The identified records were screened to include only the manuscripts meeting these criteria: a serious game for PC, smartphone, or virtual reality; developed by research teams; targeting only depression or anxiety or both; aiming specifically at children or adolescents. RESULTS A total of 34 studies have been found that developed serious games for PC, smartphone, and virtual reality devices and tested them in children and adolescents. Most of the games address both conditions and are applied in prevention and therapy. Nevertheless, there is a trend that anxiety is targeted more in childhood and depression targeted more in adolescence. Regarding design, the game genres arcade minigames, adventure worlds, and social simulations are used, in this order. For implementation, these serious games usually require sessions of 1 hour and are most often played using a PC. Moreover, the common evaluation tools are normalized questionnaires that measure acquisition of skills or reduction of symptoms. Most studies collect and compare these data before and after the participants play. CONCLUSIONS The results show that more awareness and detection games are needed, as well as games that mix the awareness, prevention, detection, and therapy applications. In addition, games for depression and anxiety should equally target all age ranges. For future research, the development and evaluation of serious games should be standardized, so the implementation of serious games as tools would advance. The games should always offer support while playing, in addition to collecting data on participant behavior during the game to better analyze their learning. Furthermore, there is an open line regarding the use of virtual reality for these games due to the capabilities offered by this technology.

Pedagogical Agents for Learning

2018 ◽  
pp. 1602-1624
Author(s):  
Noah L. Schroeder
Keyword(s):  
Virtual Reality ◽  
Online Learning ◽  
Video Games ◽  
Learning Environment ◽  
Learning Technologies ◽  
Future Research ◽  
Pedagogical Agents ◽  
Theoretical Rationale ◽  
The Past ◽  
Multimedia Environments

Throughout the past two decades, researchers have seen rapid innovations in the field of learning technologies. Virtual reality, video games, and online learning are becoming quite common in educational contexts. Pedagogical agents are often present in a variety of these virtual environments. Pedagogical agents are virtual characters with an on-screen presence that are designed to facilitate learning in multimedia environments. In this chapter the author examines the theoretical rationale for incorporating a pedagogical agent into a learning environment, critically examines their effectiveness for learning, and discusses how they have been implemented in research studies to date. Suggestions for future research in virtual reality environments are highlighted.

scholarly journals A review of immersive virtual reality serious games to enhance learning and training

2019 ◽  
Vol 79 (9-10) ◽  
pp. 5501-5527 ◽  
Author(s):  
David Checa ◽  
Andres Bustillo
Keyword(s):  
Virtual Reality ◽  
Serious Games ◽  
Evaluation Procedure ◽  
Future Research ◽  
Immersive Virtual Reality ◽  
End User ◽  
Knowledge Area ◽  
Software And Hardware ◽  
Training Methodologies ◽  
And Training

AbstractThe merger of game-based approaches and Virtual Reality (VR) environments that can enhance learning and training methodologies have a very promising future, reinforced by the widespread market-availability of affordable software and hardware tools for VR-environments. Rather than passive observers, users engage in those learning environments as active participants, permitting the development of exploration-based learning paradigms. There are separate reviews of VR technologies and serious games for educational and training purposes with a focus on only one knowledge area. However, this review covers 135 proposals for serious games in immersive VR-environments that are combinations of both VR and serious games and that offer end-user validation. First, an analysis of the forum, nationality, and date of publication of the articles is conducted. Then, the application domains, the target audience, the design of the game and its technological implementation, the performance evaluation procedure, and the results are analyzed. The aim here is to identify the factual standards of the proposed solutions and the differences between training and learning applications. Finally, the study lays the basis for future research lines that will develop serious games in immersive VR-environments, providing recommendations for the improvement of these tools and their successful application for the enhancement of both learning and training tasks.

The application of virtual reality in health professions� digital education: a narrative review (Preprint)

2018 ◽  
Author(s):  
Lorraine Tudor Car ◽  
Bhone Myint Kyaw ◽  
Josip Car
Keyword(s):  
Virtual Reality ◽  
Professional Education ◽  
Health Professions ◽  
Health Professions Education ◽  
Narrative Review ◽  
Current Evidence ◽  
Future Research ◽  
Educational Content ◽  
Potential Applications

BACKGROUND Digital technology called Virtual Reality (VR) is increasingly employed in health professions’ education. Yet, based on the current evidence, its use is narrowed around a few most applications and disciplines. There is a lack of an overview that would capture the diversity of different VR applications in health professions’ education and inform its use and research. OBJECTIVE This narrative review aims to explore different potential applications of VR in health professions’ education. METHODS The narrative synthesis approach to literature review was used to analyse the existing evidence. RESULTS We outline the role of VR features such as immersion, interactivity and feedback and explain the role of VR devices. Based on the type and scope of educational content VR can represent space, individuals, objects, structures or their combination. Application of VR in medical education encompasses environmental, organ and micro level. Environmental VR focuses on training in relation to health professionals’ environment and human interactions. Organ VR educational content targets primarily human body anatomy; and micro VR microscopic structures at the level of cells, molecules and atoms. We examine how different VR features and health professional education areas match these three VR types. CONCLUSIONS We conclude by highlighting the gaps in the literature and providing suggestions for future research.

Virtual Unreality

2018 ◽  
Author(s):  
Jonathan Weinel
Keyword(s):  
Virtual Reality ◽  
Video Games ◽  
Drug Use ◽  
Conceptual Model ◽  
Interactive Video ◽  
Altered States Of Consciousness ◽  
Altered States ◽  
States Of Consciousness ◽  
Visual Systems

This chapter explores altered states of consciousness in interactive video games and virtual reality applications. First, a brief overview of advances in the sound and graphics of video games is provided, which has led to ever-more immersive capabilities within the medium. Following this, a variety of games that represent states of intoxication, drug use, and hallucinations are discussed, in order to reveal how these states are portrayed with the aid of sound and music, and for what purpose. An alternative trajectory in games is also explored, as various synaesthetic titles are reviewed, which provide high-adrenaline experiences for ravers, and simulate dreams, meditation, or psychedelic states. Through the analysis of these, and building upon the previous chapters of Inner Sound, this chapter presents a conceptual model for ‘Altered States of Consciousness Simulations’: interactive audio-visual systems that represent altered states with regards to the sensory components of the experience.

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