LEARN COMPUTER CODING WITH A SERIOUS GAME: THEORETICAL FRAMEWORK AND COURSE PERFORMANCE

Will college students who set goals work harder and perform better? We report two field experiments that involved four thousand college students. One experiment asked treated students to set goals for performance in the course; the other asked treated students to set goals for a particular task (completing online practice exams). Task-based goals had robust positive effects on the level of task completion and marginally significant positive effects on course performance. Performance-based goals had positive but small and statistically insignificant effects on course performance. A theoretical framework that builds on present bias and loss aversion helps to interpret our results.

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Investigating Serious Games That Incorporate Medication Use for Patients: Systematic Literature Review

JMIR Serious Games ◽

10.2196/16096 ◽

2020 ◽

Vol 8 (2) ◽

pp. e16096 ◽

Cited By ~ 5

Author(s):

Olufunmilola Abraham ◽

Sarah LeMay ◽

Sarah Bittner ◽

Tanvee Thakur ◽

Haley Stafford ◽

...

Keyword(s):

Health Care ◽

Medication Adherence ◽

Learning Theory ◽

Systematic Reviews ◽

Serious Games ◽

Web Of Science ◽

Medication Use ◽

Theoretical Framework ◽

Serious Game ◽

Theoretical Frameworks

Background The United States spends more than US $100 billion annually on the impact of medication misuse. Serious games are effective and innovative digital tools for educating patients about positive health behaviors. There are limited systematic reviews that examine the prevalence of serious games that incorporate medication use. Objective This systematic review aimed to identify (1) serious games intended to educate patients about medication adherence, education, and safety; (2) types of theoretical frameworks used to develop serious games for medication use; and (3) sampling frames for evaluating serious games on medication use. Methods PubMed, Scopus, and Web of Science databases were searched for literature about medication-based serious games for patients. Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) guidelines were followed for article selection. Results Using PRISMA guidelines, 953 publications and 749 unique titles were identified from PubMed, Scopus, and Web of Science. A total of 16 studies featuring 12 unique serious games were included with components of medication adherence, education, and safety, published from 2003 to 2019. Of the 12 games included, eight serious games were tested in adolescents, three games were tested in young adults, and one game was tested in adults. Most studies (n=11) used small sample sizes to test the usability of serious games. Theoretical frameworks identified in the 12 serious games included information, motivation, and behavior theory; social cognitive theory; precede-proceed model; middle-range theory of chronic illness; adult learning theory; experiential learning theory; and the theory of reasoned action. Existing reviews explore serious games focused on the management of specific disease states, such as HIV, diabetes, and asthma, and on the positive impact of serious game education in each respective disease state. Although other reviews target broad topics such as health care gamification and serious games to educate health care workers, no reviews focus solely on medication use. Serious games were mainly focused on improving adherence, whereas medication safety was not widely explored. Little is known about the efficacy and usability of medication-focused serious games often because of small and nonrepresentative sample sizes, which limit the generalizability of existing studies. Conclusions Limited studies exist on serious games for health that incorporate medication use. The findings from these studies focus on developing and testing serious games that teach patients about medication use and safety. Many of these studies do not apply a theoretical framework in the design and assessment of these games. In the future, serious game effectiveness could be improved by increasing study sample size and diversity of study participants, so that the results are generalizable to broader populations. Serious games should describe the extent of theoretical framework incorporated into game design and evaluate success by testing the player’s retention of learning objectives.

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A Theoretical Framework for Serious Game Design

International Journal of Game-Based Learning ◽

10.4018/ijgbl.2012100103 ◽

2012 ◽

Vol 2 (4) ◽

pp. 41-60 ◽

Cited By ~ 50

Author(s):

Pauline Rooney

Keyword(s):

Student Learning ◽

Game Design ◽

Serious Games ◽

Learning Experience ◽

Digital Games ◽

Theoretical Framework ◽

Constructivist Learning ◽

Serious Game ◽

Immersive Technologies

It is widely acknowledged that digital games can provide an engaging, motivating and “fun” experience for students. However an entertaining game does not necessarily constitute a meaningful, valuable learning experience. For this reason, experts espouse the importance of underpinning serious games with a sound theoretical framework which integrates and balances theories from two fields of practice: pedagogy and game design (Kiili, 2005; Seeney & Routledge, 2009). Additionally, with the advent of sophisticated, immersive technologies, and increasing interest in the opportunities for constructivist learning offered by these technologies, concepts of fidelity and its impact on student learning and engagement, have emerged (Aldrich, 2005; Harteveld et al., 2007, 2010). This paper will explore a triadic theoretical framework for serious game design comprising play, pedagogy and fidelity. It will outline underpinning theories, review key literatures and identify challenges and issues involved in balancing these elements in the process of serious game design.

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Serious Games for Reflective Learning

Cases on Digital Game-Based Learning ◽

10.4018/978-1-4666-2848-9.ch023 ◽

2013 ◽

pp. 452-474 ◽

Cited By ~ 1

Author(s):

L. Pannese ◽

M. Prilla ◽

A. Ascolese ◽

D. Morosini

Keyword(s):

Knowledge Construction ◽

Serious Games ◽

Theoretical Framework ◽

Reflective Learning ◽

Lessons Learned ◽

Serious Game ◽

Motivation To Learn ◽

Collaborative Knowledge ◽

Collaborative Knowledge Construction

This chapter describes some of the work carried out in the MIRROR project, which focuses on reflective learning where adults’ motivation to learn and reflect through games is being researched. It briefly introduces the project and the theoretical framework, and then describes the serious game that was created for research in detail. The last part of this chapter focuses on users’ evaluations and describes some lessons learned about the importance of guidance and of a de-briefing session, thus highlighting the potential of serious games for collaborative knowledge construction.

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Investigating Serious Games That Incorporate Medication Use for Patients: Systematic Literature Review (Preprint)

10.2196/preprints.16096 ◽

2019 ◽

Author(s):

Olufunmilola Abraham ◽

Sarah LeMay ◽

Sarah Bittner ◽

Tanvee Thakur ◽

Haley Stafford ◽

...

Keyword(s):

Health Care ◽

Medication Adherence ◽

Learning Theory ◽

Systematic Reviews ◽

Serious Games ◽

Web Of Science ◽

Medication Use ◽

Theoretical Framework ◽

Serious Game ◽

Theoretical Frameworks

BACKGROUND The United States spends more than US $100 billion annually on the impact of medication misuse. Serious games are effective and innovative digital tools for educating patients about positive health behaviors. There are limited systematic reviews that examine the prevalence of serious games that incorporate medication use. OBJECTIVE This systematic review aimed to identify (1) serious games intended to educate patients about medication adherence, education, and safety; (2) types of theoretical frameworks used to develop serious games for medication use; and (3) sampling frames for evaluating serious games on medication use. METHODS PubMed, Scopus, and Web of Science databases were searched for literature about medication-based serious games for patients. Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) guidelines were followed for article selection. RESULTS Using PRISMA guidelines, 953 publications and 749 unique titles were identified from PubMed, Scopus, and Web of Science. A total of 16 studies featuring 12 unique serious games were included with components of medication adherence, education, and safety, published from 2003 to 2019. Of the 12 games included, eight serious games were tested in adolescents, three games were tested in young adults, and one game was tested in adults. Most studies (n=11) used small sample sizes to test the usability of serious games. Theoretical frameworks identified in the 12 serious games included information, motivation, and behavior theory; social cognitive theory; precede-proceed model; middle-range theory of chronic illness; adult learning theory; experiential learning theory; and the theory of reasoned action. Existing reviews explore serious games focused on the management of specific disease states, such as HIV, diabetes, and asthma, and on the positive impact of serious game education in each respective disease state. Although other reviews target broad topics such as health care gamification and serious games to educate health care workers, no reviews focus solely on medication use. Serious games were mainly focused on improving adherence, whereas medication safety was not widely explored. Little is known about the efficacy and usability of medication-focused serious games often because of small and nonrepresentative sample sizes, which limit the generalizability of existing studies. CONCLUSIONS Limited studies exist on serious games for health that incorporate medication use. The findings from these studies focus on developing and testing serious games that teach patients about medication use and safety. Many of these studies do not apply a theoretical framework in the design and assessment of these games. In the future, serious game effectiveness could be improved by increasing study sample size and diversity of study participants, so that the results are generalizable to broader populations. Serious games should describe the extent of theoretical framework incorporated into game design and evaluate success by testing the player’s retention of learning objectives.

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Mind wandering as data augmentation: How mental travel supports abstraction

Behavioral and Brain Sciences ◽

10.1017/s0140525x1900311x ◽

2020 ◽

Vol 43 ◽

Author(s):

Myrthe Faber

Keyword(s):

Machine Learning ◽

Data Augmentation ◽

Mental Content ◽

Mind Wandering ◽

Theoretical Framework ◽

Important Addition

Abstract Gilead et al. state that abstraction supports mental travel, and that mental travel critically relies on abstraction. I propose an important addition to this theoretical framework, namely that mental travel might also support abstraction. Specifically, I argue that spontaneous mental travel (mind wandering), much like data augmentation in machine learning, provides variability in mental content and context necessary for abstraction.

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Adaptive and Maladaptive Neural Plasticity Due to Facial Nerve Palsy

Zeitschrift für Psychologie ◽

10.1027/2151-2604/a000244 ◽

2016 ◽

Vol 224 (2) ◽

pp. 102-111 ◽

Cited By ~ 1

Author(s):

Carsten M. Klingner ◽

Stefan Brodoehl ◽

Gerd F. Volk ◽

Orlando Guntinas-Lichius ◽

Otto W. Witte

Keyword(s):

Facial Nerve ◽

Neural Plasticity ◽

Cortical Plasticity ◽

Brain Plasticity ◽

Motor Nerve ◽

Predictive Coding ◽

Theoretical Framework ◽

Cortical Reorganization ◽

Nerve Lesion ◽

Peripheral Facial Palsy

Abstract. This paper reviews adaptive and maladaptive mechanisms of cortical plasticity in patients suffering from peripheral facial palsy. As the peripheral facial nerve is a pure motor nerve, a facial nerve lesion is causing an exclusive deefferentation without deafferentation. We focus on the question of how the investigation of pure deefferentation adds to our current understanding of brain plasticity which derives from studies on learning and studies on brain lesions. The importance of efference and afference as drivers for cortical plasticity is discussed in addition to the crossmodal influence of different competitive sensory inputs. We make the attempt to integrate the experimental findings of the effects of pure deefferentation within the theoretical framework of cortical responses and predictive coding. We show that the available experimental data can be explained within this theoretical framework which also clarifies the necessity for maladaptive plasticity. Finally, we propose rehabilitation approaches for directing cortical reorganization in the appropriate direction and highlight some challenging questions that are yet unexplored in the field.

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