Gaming in School

Author(s):  
Daniel Schultheiss ◽  
Maike Helm

As the impact of media on society steadily increases, schools need to teach their students media skills. In this regard, the usage of computers is an inherent part of everyday school life. The recent integration of serious games and their future potential in Middle German general educational schools is the subject of this chapter. With the aid of interviews held with experts the usage and potential of serious games in Middle German schools are examined, and the barriers to integrate computers and serious games into lessons are discussed. Serious game usage has clear potential for development. Games are applied in different subjects and for different age groups, but not all teachers are aware of their existence. The interviewees disagree about factors hindering integration of computers and serious games in school. As a qualitative study, this chapter constitutes a basis for further research and enlarges knowledge about serious games in schools.

2021 ◽  
Vol 15 (1) ◽  
Author(s):  
Dorien H. Braam ◽  
Sharath Srinivasan ◽  
Luke Church ◽  
Zakaria Sheikh ◽  
Freya L. Jephcott ◽  
...  

Abstract Background Authorities in Somalia responded with drastic measures after the first confirmed COVID-19 case in mid-March 2020, closing borders, schools, limiting travel and prohibiting most group functions. However, the impact of the pandemic in Somalia thereafter remained unclear. This study employs a novel remote qualitative research method in a conflict-affected setting to look at how some of the most at-risk internally displaced and host populations were impacted by COVID-19, what determined their responses, and how this affected their health and socio-economic vulnerability. Methods We conducted a remote qualitative study, using Katikati, a 1-to-1 conversation management and analysis platform using short message service (SMS) developed by Lark Systems with Africa’s Voices Foundation (AVF), for semi-structured interviews over three months with participants in Mogadishu and Baidoa. We recruited a gender balanced cohort across age groups, and used an analytical framework on the social determinants of health for a narrative analysis on major themes discussed, triangulating data with existing peer-reviewed and grey literature. Results The remote research approach demonstrated efficacy in sustaining trusted and meaningful conversations for gathering qualitative data from hard-to-reach conflict-affected communities. The major themes discussed by the 35 participants included health, livelihoods and education. Two participants contracted the disease, while others reported family or community members affected by COVID-19. Almost all participants faced a loss of income and/or education, primarily as a result of the strict public health measures. Some of those who were heavily affected economically but did not directly experienced disease, denied the pandemic. Religion played an important role in participants’ beliefs in protection against and salvation from the disease. As lockdowns were lifted in August 2020, many believed the pandemic to be over. Conclusions While the official COVID-19 burden has remained relatively low in Somalia, the impact to people’s daily lives, income and livelihoods due to public health responses, has been significant. Participants describe those ‘secondary’ outcomes as the main impact of the pandemic, serving as a stark reminder of the need to broaden the public health response beyond disease prevention to include social and economic interventions to decrease people’s vulnerability to future shocks.


2021 ◽  
Author(s):  
Dominique Jaccard ◽  
Laurent Suppan ◽  
Félicia Bielser

BACKGROUND Multidisciplinary collaboration is essential to the successful development of serious games, albeit difficult to achieve. The co.LAB serious game design framework was created to support collaboration within serious game multidisciplinary design teams. Its use has not yet been validated in a naturalistic context. OBJECTIVE The objective of this study was to perform a first assessment of the impact of the co.LAB framework on collaboration within multidisciplinary teams during serious game design and development. METHODS This was a mixed-methods study based on two serious game design projects in which the co.LAB framework was used. The first phase was qualitative and carried out using a general inductive approach. To this end, all members of the first serious game project team who used the co.LAB framework were invited to take part in a focus group session (N=6). Results inferred from qualitative data were then used to define a quantitative instrument (questionnaire) which was designed according to the Checklist for Reporting Results of Internet E-Surveys. Members of both project teams (N=11) were then asked to answer the questionnaire. Quantitative results were reported as median [Q1;Q3] and appropriate non-parametric tests used to assess for between group differences. Finally, results gathered through the qualitative and quantitative phases were integrated. RESULTS In both phases, the participation rate was 100%. Verbatim transcripts were classified into 4 high level themes: influence on collaborative dimensions; impact on project course, monitoring and efficiency; qualitative perceptions of the framework; and influence of team composition on the use of the framework. Accordingly, the web-based questionnaire was then developed according to Burhardt's seven dimensions of collaboration. In both projects, the co.LAB framework had a positive impact on most dimensions of collaboration during the multidisciplinary design and development of serious games. When all collaborative dimensions were aggregated, the overall impact of the framework was rated on a scale from "-42" to "+42" (very negative to very positive). The overall score was 23 [20;27], with no significant difference between groups (P=.58). Most respondents also believed that all serious game design teams should include a member possessing a significant expertise in serious game design frameworks to guide the development process. CONCLUSIONS The co.LAB framework has a positive impact on collaboration within serious game development teams. However, expert guidance seems necessary to maximize development efficiency. Whether such guidance can be provided by means of a collaborative web platform remains to be determined.


2021 ◽  
pp. 1-17
Author(s):  
Aleksandar Kovjanić ◽  
Mila Pavlović ◽  
Vedran Živanović ◽  
Filip Krstić

Abstract Aging is the subject of various studies by the scientific community and monitoring by responsible institutions. The intensity of aging and the proportion of age groups among various communities differ due to different socio-economic conditions and characteristics. This article researches the impact of the war in Croatia 1991–1995 and postwar living conditions on the divergence of population aging in the ethnically heterogeneous Banija region. The first postwar census in 2001 recorded a population decline of 44.9% compared to the 1991 census. We analyze the effects of the war on changes in ethnic and age structure, as well as their interrelations. The quantitative and qualitative magnitude of these demographic changes in the inter-census period had a decisive influence on the correlation of age and ethnic structure. The article examines whether the relative share of Serbs or Croats in the total population of a settlement affects the average age of the settlement. The results confirmed that the Serbs are older than the Croats, and are in the phase of the most advanced demographic age. These changes raise the question of the demographic future and the biological viability of the Serbs, who were the majority in the region before the war.


2020 ◽  
pp. 1178-1198
Author(s):  
Sophie Callies ◽  
Mathieu Gravel ◽  
Eric Beaudry ◽  
Josianne Basque

This paper presents an architecture designed for simulation serious games, which automatically generates game-based scenarios adapted to learner's learning progression. We present three central modules of the architecture: (1) the learner model, (2) the adaptation module and (3) the logs module. The learner model estimates the progression of the development of skills targeted in the game. The adaptation module uses this estimation to automatically plan an adapted sequence of in-game situations optimizing learning. We implemented our architecture in Game of Homes, a simulation serious game, which aims to train adults the basics of real estate. We built a scripted-based version of Game of Homes in order to compare the impact of scripted-based scenarios versus generated scenarios on learning progression. We qualitatively analyzed logs files of thirty-six adults who played Game of Homes for 90 minutes. The main results highlighted the specificity of the generated pedagogical scenarios for each learner and, more specifically, the optimization of the guidance provided and of the presentation of the learning content throughout the game.


2021 ◽  
Author(s):  
Mahiro Egashira ◽  
Daisuke Son ◽  
Arisa Ema

BACKGROUND Health activities should be tailored to individual lifestyles and values. To raise awareness of practical health behaviors, various practices related to health education, such as interactive activities among individuals with different backgrounds, have been developed. Moreover, serious games have been used as a tool for facilitating communication. However, studies that investigated the mechanisms of behavioral intention change in relation to health through serious games based on the framework of the theory of planned behavior are few. OBJECTIVE The study aims to investigate the mechanisms of behavioral intention change among participants of various age groups after intervention using a serious game called “Negotiate Battle,” which is established to increase awareness of lifestyle-related diseases. METHODS Three age groups (i.e., adults, university students, and high school students) played the serious game and answered a questionnaire before, immediately after, and 2–4 weeks after the game. The questionnaire was composed of four factors according to the theory of planned behavior. The study employed structural equation modeling and compared the results of the three groups. RESULTS The study found that perceived behavior control was the key factor of behavioral intention change. Immediately after the game, causal relationship from perceived behavioral control to behavioral intention was enhanced or maintained for all groups. Analysis of free descriptions after intervention suggested that experiencing dilemma is related to learning and behavioral intention. CONCLUSIONS The study revealed that the serious game changed the behavioral intention of adolescents and adults regarding lifestyle-related diseases, and changes in perceived behavioral control mediated the alteration mechanism.


2020 ◽  
Vol 14 ◽  
pp. 65-72
Author(s):  
Klaudia Zaborek ◽  
Małgorzata Plechawska-Wójcik

The purpose of this work is to analyze the possibility of using serious games to learn the first aid procedures. This will be done based on research results. The scope of the work includes designing and implementing the game as well as research and analysis of results. The subject of research is to check whether the use of a serious game allows players to acquire and consolidate knowledge in the field of first aid.


2018 ◽  
Vol 5 (4) ◽  
pp. 63-79 ◽  
Author(s):  
Manuela Hafner ◽  
Jeroen Jansz

Game studies has seen an increasing interest in serious games with a persuasive goal. Yet, empirical research about the impact of these persuasive games is still limited. This paper aims to advance the field by reporting on an explorative, qualitative study, investigating player experiences in My Life as a Refugee and PeaceMaker, games that address pressing socio-political issues. Theoretically, our research was based on immersion theory and Calleja’s account of player involvement. We conducted in-depth interviews with twelve participants. Our results showed that players experienced the two games in a similar way. With respect to immersion, our results highlight its different aspects by showing that the games’ narratives had the largest impact on feeling immersed. Our participants also experienced ludic, affective, and spatial immersion, which partly deepened their narrative immersion. Finally, we found that perceived realism, narrative depth, and identification contributed to the immersive experience. The major contribution of this paper is showing that immersion heightened participants’ susceptibility to persuasion within the gaming environment, while adding that the roles of emotion and identification in immersion warrant further research.  


2020 ◽  
Author(s):  
HM Lau ◽  
JH Smit ◽  
Theresa Fleming ◽  
H Riper

© 2017 Lau, Smit, Fleming and Riper. Introduction: The development and use of serious games for mental health disorders are on the rise. Yet, little is known about the impact of these games on clinical mental health symptoms. We conducted a systematic review and meta-analysis of randomized controlled trials that evaluated the effectiveness of serious games on symptoms of mental disorder. Method: We conducted a systematic search in the PubMed, PsycINFO, and Embase databases, using mental health and serious games-related keywords. Ten studies met the inclusion criteria and were included in the review, and nine studies were included in the meta-analysis. Results: All of the serious games were provided via personal computer, mostly on CD-ROM without the need for an internet connection. The studies targeted age groups ranging from 7 to 80 years old. The serious games focused on symptoms of depression (n = 2), post-traumatic stress disorder (n = 2), autism spectrum disorder (n = 2), attention deficit hyperactivity disorder (n = 1), cognitive functioning (n = 2), and alcohol use disorder (n = 1). The studies used goal-oriented (n = 4) and cognitive training games (n = 6). A total of 674 participants were included in the meta-analysis (380 in experimental and 294 in control groups). A meta-analysis of 9 studies comprising 10 comparisons, using a random effects model, showed a moderate effect on improvement of symptoms [g = 0.55 (95% confidence interval 0.28-0.83); P < 0.001], favoring serious games over no intervention controls. Discussion/conclusion: Though the number of comparisons in the meta-analysis was small, these findings suggest that serious gaming interventions may be effective for reducing disorder-related symptoms. More studies are needed in order to attain deeper knowledge of the efficacy for specific mental disorders and the longer term effects of this new type of treatment for mental disorders.


2021 ◽  
Author(s):  
Nicole Silva-Lavigne ◽  
Alena Valderrama ◽  
Sandra Pelaez ◽  
Myriam Bransi ◽  
Fabio Balli ◽  
...  

BACKGROUND Asthma is the most common chronic pediatric disease. Despite existing tools to manage asthma, 40-55% of children with asthma suffer from uncontrolled asthma. Serious games (SGs) represent a novel approach in promoting asthma education and self-management for children. OBJECTIVE In this qualitative study with an embedded quantitative design, we used focus groups and questionnaires to describe the perceived role of SGs in different aspects of asthma self-management by children and their parents. These aspects include asthma perception and knowledge, the impact of asthma and barriers to asthma self-management, and the support system for asthma self-management. METHODS Five children with asthma and their parents were invited to participate during an organized gaming session. Children and their parents filled out a pre-gaming questionnaire on their medical history and asthma knowledge. They were then invited to test four original SGs prototypes, after which the children answered a post-gaming questionnaire on their asthma knowledge and perception of the SGs. Children and their parents subsequently participated in parallel focus groups which were video- and/or audio-recorded, transcribed verbatim, and analyzed by reaching consensus among members of the research team. RESULTS The mean age of the children was 10.3 year, with 20% being male. Qualitative data from the transcripts were coded into three separate domains: 1) asthma self-management perception and knowledge, 2) impact of asthma and barriers to asthma self-management, and 3) support system for asthma self-management. We specifically explored the perceived roles of SGs within each of these domains. A key takeaway message was identified for each of these three domains: 1) Heterogeneity of asthma knowledge and the ability of SGs to encourage knowledge transfer through games, 2) Consequences and limitations of asthma and the ability of SGs to allow for identification and management of real-life situations through games, and 3) Insufficient support system and the ability of SGs to encourage playing with others for support and shared knowledge. CONCLUSIONS Our study explored the role of SGs in the self-management of asthma as perceived by children and their parents. Our findings support the acceptability of SGs in asthma education and self-management in pediatrics and the necessity for future development in this field.


Water ◽  
2019 ◽  
Vol 11 (2) ◽  
pp. 245 ◽  
Author(s):  
Romina Rodela ◽  
Arend Ligtenberg ◽  
Roel Bosma

The use of serious games in the governance of natural resources and the environment is progressively increasing and includes games used for research and data collection, teaching and training, and fostering a change of practices. However, this diversity remains underexplored and underreported. In view of a growing interest in the use of serious games in natural resource and environmental governance, the absence of discussions about how differences in intended use and delivery influence the performance, assessment, and outcomes of games is problematic. Here we present an inventory, and a description, of such different uses then, by focusing on serious games used as interventions, we discuss when, and how, games could be used to generate learning and social learning. To that end we use a narrative review of selected literature, and insight from research on social learning, to develop an inventory of game use, and within that inventory we conceptualize the use of serious games as a social learning intervention. Also, by means of an illustrative case of a serious game (developed as part of the Assessing the Learning Effects of Games on Attitude of Stakeholders toward Sustainable Shrimp Farming – ALEGAMS research project) we reflect on a few key aspects of game use. We suggest that developing a serious game needs several iterations and, although the learning outcomes can be assessed, the impact of games aiming at changes in current practice and policy will likely fall beyond the timespan of usual project periods. This is something future research should consider as it has implications for the research design and methodology.


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