The Paradox of Preference vs. Performance: Towards a Unified View of Simulation Experience

2018 ◽  
Vol 62 (1) ◽  
pp. 1459-1463
Author(s):  
Katelynn A. Kapalo ◽  
Kevin P. Pfeil ◽  
Pamela Wisniewski ◽  
Joseph J. LaViola
Keyword(s):  
Individual Differences ◽  
Learning Outcomes ◽  
User Experience ◽  
Serious Games ◽  
Interactive Simulation ◽  
Military Operations ◽  
Training Outcomes ◽  
Simulation Based ◽  
Unified View

Interactive simulation is one of the most prominent methods used to train and measure learning outcomes across multiple disciplines. Despite the ubiquity of simulation-based training in a variety of domains including nursing, serious games, military operations, etc., there is a paucity of research on how simulation experience is defined and how individual differences impact user experience. Towards this end, this paper provides a critical review of the existing literature. We describe how we can leverage existing findings and emergent themes to better understand and define simulation experience, and we outline areas for further investigation of the role of individual differences in user experience to enhance not only training outcomes, but also perception of simulation.

Scientific and Design Understandings of Aesthetics

2021 ◽  
Vol 65 (1) ◽  
pp. 380-384
Author(s):  
Dahlia Alharoon ◽  
Douglas J. Gillan ◽  
Carina Lei
Keyword(s):  
Individual Differences ◽  
User Experience ◽  
Scientific Research ◽  
Present Review ◽  
Research Opportunities ◽  
Aesthetic Responses ◽  
Starting Point ◽  
Aesthetic Preferences

User Experience (UX) extends the construct of usability by an additional focus on emotion, motivation and aesthetics. An emphasis on aesthetics has been undertaken to a greater extent by design disciplines than by science. The present review examines both design and scientific approaches to aesthetics in order to integrate the two approaches and identify research opportunities that could result in science based design principals. The review of design approaches to aesthetics indicates the primary importance of balance as an element of design. Accordingly, research on the role of balance in producing aesthetic responses from users is a reasonable starting point for a program of research. Additionally, the analysis of aesthetic metrics and individual differences in aesthetic preferences in scientific research are discussed as possible collaboration areas for designers.

scholarly journals Evaluation of Serious Game User Experience: the Role of Emotions

2019 ◽  
Vol 22 (2) ◽  
Author(s):  
Philippe Cohard
Keyword(s):  
User Experience ◽  
Serious Games ◽  
Health Management ◽  
Serious Game ◽  
Multimedia System ◽  
Educational Systems ◽  
Academic Knowledge ◽  
Correlational Research

Serious games are slowly becoming a part of educational systems and corporate training facilities in lots of fields such as industry, health, management, etc. Despite this, the academic knowledge on these artefacts is still limited. The research reported in this paper examined emotional implications of serious games on the user experience. This correlational research observed the relationships between factors of serious gaming and emotions. Fifty students took part in the study. The participants used a serious game on the security of an Information System and answered a structured questionnaire. The data was analysed by Spearman’s correlation. The results show that the quality components of the multimedia system and the quality of the content of the game are correlated with emotions, satisfaction and intention to use. Moreover, they show that emotions are correlated with satisfaction, learning and success of the serious game. Satisfaction and learning play a key role in these programs. If serious game training is to have some efficiency, a deeper understanding of the factors that lead to the success of these applications is required. These factors are all levers of control that affect the perception and emotions of the user. Understanding these mechanisms could eventually lead to more effective serious games.

scholarly journals Game facilitators in higher education: Analysis of current competencies and their potential optimization (Preprint)

2020 ◽  
Author(s):  
Jannicke Baalsrud Hauge ◽  
Heinrich Söbke ◽  
Thomas Bröker ◽  
Theodore Lim ◽  
Angelo Marco Luccini ◽  
...  
Keyword(s):  
Higher Education ◽  
Learning Outcomes ◽  
Serious Games ◽  
Online Questionnaire ◽  
Specific Instruction ◽  
Powerful Learning ◽  
Competency Models ◽  
Training Courses ◽  
Further Development

UNSTRUCTURED Serious games are often said to be a powerful learning tool in higher education. The games used are often facilitated, and literature indicates that the success of the players’ learning outcomes depends on the facilitators’ competencies. Facilitators in most commercially offered game-based training have undergone specific instruction, but for facilitators in higher education, this is hardly documented. We therefore assume, that the latter is not the case. This article presents a study addressing the actual competencies of occasional game facilitators and their possible perceived competency deficits. As the authors have many years of experience as facilitators themselves, the authors defined requirements for the role of the occasional game facilitator. Based on these results, guided interviews with additional occasional game facilitators were conducted (N=4). Thereafter, an online questionnaire based on existing competency models, was answered by occasional game facilitators (N=30). The measurements primarily determine (i) Which competencies are particularly needed by the facilitator and what are training needs for the facilitator? (ii) What do current training courses for occasional game facilitators in higher education look like? (iii) How do the competencies of occasional game facilitators differ from other competencies? The results contribute to the further development of a competency model for game facilitators and consequently to the enhancement of serious games' efficiency.

scholarly journals Narrative and aesthetics as antecedents of perceived learning in serious games

2020 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Andreas Alexiou ◽  
Michaéla C. Schippers ◽  
Ilan Oshri ◽  
Spyros Angelopoulos
Keyword(s):  
Learning Outcomes ◽  
Serious Games ◽  
Structural Equation ◽  
Learning Experience ◽  
Perceived Learning ◽  
Content Type ◽  
Design Elements ◽  
Transportation Theory ◽  
Subjective Learning

PurposeThis study uses a critically acclaimed digital game as an instructional tool to explore the role of emotional design elements on psychological flow and perceived learning.Design/methodology/approachThe authors employ transportation theory to generate a set of antecedents of psychological flow and the theory of flow to connect the gaming experience to positive learning outcomes. The authors investigate the subjective learning experience of players with the use of a psychometric survey, and the authors employ structural equation modelling (SEM) to unearth the direct as well as the indirect effects amongst narrative, aesthetics, flow and learning outcomes.FindingsThe findings of this study demonstrate that narrative and aesthetics in serious games positively influence the perceived learning by facilitating a state of psychological flow.Research limitations/implicationsThis study contributes to better understanding and theorizing the role of narrative and aesthetics on learning outcomes in the context of serious games.Practical implicationsThe findings of this study bear valuable implications for the design of serious games as they highlight the importance of elements often disregarded as not directly related to the learning process and are typically absent from the design of serious games.Originality/valuePrior studies have identified aesthetics and narratives as design elements that contribute to the perceived enjoyment of a game; this study empirically investigates the role of narratives and aesthetics in enhancing perceived learning through psychological flow.

scholarly journals Simulated learning in rural community environment: pushing the boundary

2021 ◽  
Vol 6 (1) ◽  
Author(s):  
Burhanuddin Ali Akber ◽  
Mehak Ismail Rajani ◽  
Farah Khalid ◽  
Charles Docherty
Keyword(s):  
Experiential Learning ◽  
Learning Outcomes ◽  
Rural Community ◽  
Education Management ◽  
Community Environment ◽  
Simulated Learning ◽  
Simulation Based ◽  
Set Up ◽  
Simulation Center

AbstractExperiential learning through simulation can play a very significant role, not only in hospital settings but also in community contexts (Lubbers and Rossman, Nurse Educ. Today 48:140-144; Wheeler and McNelis, Nurs. Educ. Perspect 35:259-261). This paper discusses the concept of creating a novel simulated village set-up within a modern simulation center, to effectively deliver contemporary learning outcomes. It also highlights the challenges and risks of developing a simulated village set-up and strategies to counteract them. Furthermore, it describes the role of simulation specialists as innovators and explicates the gamut of expertise in education, management, and technologies that are required to deliver excellence in simulation-based education.

Elaborating the role of reflection and individual differences in the study of folk-economic beliefs

2018 ◽  
Vol 41 ◽  
Author(s):  
Kevin Arceneaux
Keyword(s):  
Decision Making ◽  
Individual Differences ◽  
Cognitive Processes ◽  
Evolutionary History ◽  
Behavioral Responses ◽  
History Of ◽  
Economic Beliefs

AbstractIntuitions guide decision-making, and looking to the evolutionary history of humans illuminates why some behavioral responses are more intuitive than others. Yet a place remains for cognitive processes to second-guess intuitive responses – that is, to be reflective – and individual differences abound in automatic, intuitive processing as well.

Two Short Tests Fail to Detect Vigilance Decrements

2001 ◽  
Vol 17 (1) ◽  
pp. 48-55 ◽  
Author(s):  
Juan Botella ◽  
María José Contreras ◽  
Pei-Chun Shih ◽  
Víctor Rubio
Keyword(s):  
Individual Differences ◽  
High Performance ◽  
Selection Process ◽  
Vigilance Task ◽  
Air Traffic Controllers ◽  
Job Selection ◽  
Performance Deterioration ◽  
Short Test ◽  
Psychological Dimensions

Summary: Deterioration in performance associated with decreased ability to sustain attention may be found in long and tedious task sessions. The necessity for assessing a number of psychological dimensions in a single session often demands “short” tests capable of assessing individual differences in abilities such as vigilance and maintenance of high performance levels. In the present paper two tasks were selected as candidates for playing this role, the Abbreviated Vigilance Task (AVT) by Temple, Warm, Dember, LaGrange and Matthews (1996) and the Continuous Attention Test (CAT) by Tiplady (1992) . However, when applied to a sample of 829 candidates in a job-selection process for air-traffic controllers, neither of them showed discriminative capacity. In a second study, an extended version of the CAT was applied to a similar sample of 667 subjects, but also proved incapable of properly detecting individual differences. In short, at least in a selection context such as that studied here, neither of the tasks appeared appropriate for playing the role of a “short” test for discriminating individual differences in performance deterioration in sustained attention.

Individual Differences in the Name Similarity Effect

2014 ◽  
Vol 35 (2) ◽  
pp. 111-118
Author(s):  
Daniel J. Howard ◽  
Roger A. Kerin
Keyword(s):  
Individual Differences ◽  
Impression Management ◽  
Interactive Effect ◽  
Purchase Intentions ◽  
Brand Attitude ◽  
Self Monitoring ◽  
Similarity Effect ◽  
And Behavior ◽  
Usage Context

The name similarity effect is the tendency to like people, places, and things with names similar to our own. Although many researchers have examined name similarity effects on preferences and behavior, no research to date has examined whether individual differences exist in susceptibility to those effects. This research reports the results of two experiments that examine the role of self-monitoring in moderating name similarity effects. In the first experiment, name similarity effects on brand attitude and purchase intentions were found to be stronger for respondents high, rather than low, in self-monitoring. In the second experiment, the interactive effect observed in the first study was found to be especially true in a public (vs. private) usage context. These findings are consistent with theoretical expectations of name similarity effects as an expression of egotism manifested in the image and impression management concerns of high self-monitors.

The Role of Distress Disclosure Tendencies in the Experience and Expression of Laboratory-Induced Sadness

2017 ◽  
Vol 38 (1) ◽  
pp. 55-62 ◽  
Author(s):  
Jeffrey H. Kahn ◽  
Daniel W. Cox ◽  
A. Myfanwy Bakker ◽  
Julia I. O’Loughlin ◽  
Agnieszka M. Kotlarczyk
Keyword(s):  
Individual Differences ◽  
Emotional Reactivity ◽  
Subjective Experience ◽  
Negative Emotion ◽  
Theoretical Models ◽  
Laboratory Research ◽  
Emotion Words ◽  
Distress Disclosure ◽  
Computerized Text Analysis

Abstract. The benefits of talking with others about unpleasant emotions have been thoroughly investigated, but individual differences in distress disclosure tendencies have not been adequately integrated within theoretical models of emotion. The purpose of this laboratory research was to determine whether distress disclosure tendencies stem from differences in emotional reactivity or differences in emotion regulation. After completing measures of distress disclosure tendencies, social desirability, and positive and negative affect, 84 participants (74% women) were video recorded while viewing a sadness-inducing film clip. Participants completed post-film measures of affect and were then interviewed about their reactions to the film; these interviews were audio recorded for later coding and computerized text analysis. Distress disclosure tendencies were not predictive of the subjective experience of emotion, but they were positively related to facial expressions of sadness and happiness. Distress disclosure tendencies also predicted judges’ ratings of the verbal disclosure of emotion during the interview, but self-reported disclosure and use of positive and negative emotion words were not associated with distress disclosure tendencies. The authors present implications of this research for integrating individual differences in distress disclosure with models of emotion.

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