The Role of the Researcher in Making Serious Games for Health

2015 ◽  
pp. 1329-1347
Author(s):  
Pamela M. Kato
Keyword(s):  
Health Outcomes ◽  
Health Research ◽  
Serious Games ◽  
Serious Game ◽  
Learning Theories ◽  
Scientific Rigor ◽  
Research Designs ◽  
Games For Health

There has been increasing focus on serious games for health; however, there is very little evidence for the effectiveness of these games and the existing research often lacks scientific rigor. The aim of this chapter is to demystify the process of collaborating with researchers and outline how a researcher can contribute to making more effective games and start the process of evaluating it scientifically. Researchers should be engaged BEFORE serious games for health are developed in order to place serious games for health in the best position to have a measurable impact on health outcomes. The chapter covers issues of working with researchers to agree on problems to address, applying behavioral and learning theories to solve them, and finding optimal research designs to validate the serious game. Issues of safety and ethics in health research are also given considerable attention.

The Role of the Researcher in Making Serious Games for Health

2012 ◽  
pp. 213-231 ◽  
Author(s):  
Pamela M. Kato
Keyword(s):  
Health Outcomes ◽  
Health Research ◽  
Serious Games ◽  
Serious Game ◽  
Learning Theories ◽  
Scientific Rigor ◽  
Research Designs ◽  
Games For Health

There has been increasing focus on serious games for health; however, there is very little evidence for the effectiveness of these games and the existing research often lacks scientific rigor. The aim of this chapter is to demystify the process of collaborating with researchers and outline how a researcher can contribute to making more effective games and start the process of evaluating it scientifically. Researchers should be engaged BEFORE serious games for health are developed in order to place serious games for health in the best position to have a measurable impact on health outcomes. The chapter covers issues of working with researchers to agree on problems to address, applying behavioral and learning theories to solve them, and finding optimal research designs to validate the serious game. Issues of safety and ethics in health research are also given considerable attention.

scholarly journals Mapping Behavioral Health Serious Game Interventions for Adults With Chronic Illness: Scoping Review

10.2196/18687 ◽  
2020 ◽  
Vol 8 (3) ◽  
pp. e18687
Author(s):  
Teresa Hagan Thomas ◽  
Varshini Sivakumar ◽  
Dmitriy Babichenko ◽  
Victoria L B Grieve ◽  
Mary Lou Klem
Keyword(s):  
Chronic Illness ◽  
Health Outcomes ◽  
Patient Outcomes ◽  
Scoping Review ◽  
Serious Games ◽  
Serious Game ◽  
Theoretical Frameworks ◽  
Scoping Reviews ◽  
Game Intervention ◽  
Games For Health

Background Serious games for health are increasingly being used to address health outcomes in patients with chronic illnesses. These studies vary in their study designs, patient populations, frameworks, outcome variables, and degree of specificity of the serious game intervention. Objective This scoping review aims to clarify the conceptual features of the existing research related to serious games designed to improve cognitive and behavioral outcomes in adults with chronic illness. Methods We applied the Preferred Reporting Items of Systematic Reviews and Meta-Analysis for scoping reviews methodology, including an a priori research question. We searched 4 electronic databases to identify articles published through November 2019. Inclusion criteria encompassed (1) adults 18 years or older; (2) patients with a diagnosis of chronic illness; (3) a serious game intervention; and (4) defined patient outcomes that assess patients’ behavioral, cognitive, or health outcomes. Results Of the 3305 articles identified, 38 were included in the review. We charted and analyzed the theoretical frameworks, key concepts, and outcome variables of these studies with summaries of features across articles. The majority of studies used a randomized controlled trial design (23/38, 61%), included a custom serious game intervention (22/38, 58%), and lacked a theoretical framework (25/38, 66%). Common outcome variables included quality of life (16/38, 42%), mood (15/38, 39%), cognitive function (13/38, 34%), symptoms (12/38, 32%), and physical activity (9/38, 24%). Key differences between studies included whether or not serious games aimed to train versus teach patients, be widely accessible versus tailored interventions, or replace versus complement current treatments. Conclusions This scoping review defines the current landscape of research in serious games for health research targeting behavioral and cognitive outcomes in adults with chronic disease. Studies have addressed a variety of patient populations and diverse patient outcomes. Researchers wanting to build on the current research should integrate theoretical frameworks into the design of the intervention and trial to more clearly articulate the active ingredients and mechanisms of serious games.

scholarly journals Mapping Behavioral Health Serious Game Interventions for Adults With Chronic Illness: Scoping Review (Preprint)

2020 ◽  
Author(s):  
Teresa Hagan Thomas ◽  
Varshini Sivakumar ◽  
Dmitriy Babichenko ◽  
Victoria L B Grieve ◽  
Mary Lou Klem
Keyword(s):  
Chronic Illness ◽  
Health Outcomes ◽  
Patient Outcomes ◽  
Scoping Review ◽  
Serious Games ◽  
Serious Game ◽  
Theoretical Frameworks ◽  
Scoping Reviews ◽  
Game Intervention ◽  
Games For Health

BACKGROUND Serious games for health are increasingly being used to address health outcomes in patients with chronic illnesses. These studies vary in their study designs, patient populations, frameworks, outcome variables, and degree of specificity of the serious game intervention. OBJECTIVE This scoping review aims to clarify the conceptual features of the existing research related to serious games designed to improve cognitive and behavioral outcomes in adults with chronic illness. METHODS We applied the Preferred Reporting Items of Systematic Reviews and Meta-Analysis for scoping reviews methodology, including an a priori research question. We searched 4 electronic databases to identify articles published through November 2019. Inclusion criteria encompassed (1) adults 18 years or older; (2) patients with a diagnosis of chronic illness; (3) a serious game intervention; and (4) defined patient outcomes that assess patients’ behavioral, cognitive, or health outcomes. RESULTS Of the 3305 articles identified, 38 were included in the review. We charted and analyzed the theoretical frameworks, key concepts, and outcome variables of these studies with summaries of features across articles. The majority of studies used a randomized controlled trial design (23/38, 61%), included a custom serious game intervention (22/38, 58%), and lacked a theoretical framework (25/38, 66%). Common outcome variables included quality of life (16/38, 42%), mood (15/38, 39%), cognitive function (13/38, 34%), symptoms (12/38, 32%), and physical activity (9/38, 24%). Key differences between studies included whether or not serious games aimed to train versus teach patients, be widely accessible versus tailored interventions, or replace versus complement current treatments. CONCLUSIONS This scoping review defines the current landscape of research in serious games for health research targeting behavioral and cognitive outcomes in adults with chronic disease. Studies have addressed a variety of patient populations and diverse patient outcomes. Researchers wanting to build on the current research should integrate theoretical frameworks into the design of the intervention and trial to more clearly articulate the active ingredients and mechanisms of serious games.

Immersion, Narrative, and Replayability as the Motivational and Attractiveness Factors in Serious Games

2012 ◽  
pp. 991-1008 ◽  
Author(s):  
Pollyana Notargiacomo Mustaro ◽  
Raphael Leal Mendonça
Keyword(s):  
Instructional Design ◽  
Teaching Strategies ◽  
Serious Games ◽  
Serious Game ◽  
Learning Theories ◽  
Game Development ◽  
Electronic Games

Serious games, electronic games whose purpose is work educational elements, often do not reach this goal because by being included the content and teaching strategies, the fun’s dimension and motivation to interact are reduced. In this sense, this chapter presents a proposal for the use of immersion, narrative, and replayability as devices to make serious games more attractive to the student in general. These three elements are explored theoretically and then analyzed and aligned with proposals for instructional design and learning theories. As a result, a development proposal for Serious Game Development Document (SGDD) and a rubric for evaluation of use are presented. With this, it is expected to contribute and assist not only with development, but also with in the analysis of serious games.

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 Dive Deeper

2021 ◽  
Vol 5 (CHI PLAY) ◽  
pp. 1-25
Author(s):  
Isabelle Kniestedt ◽  
Marcello A. Gómez Maureira ◽  
Iulia Lefter ◽  
Stephan Lukosch ◽  
Frances M. Brazier
Keyword(s):  
Experimental Study ◽  
Serious Games ◽  
Perceived Value ◽  
Serious Game ◽  
Game Mechanics ◽  
Casual Games ◽  
Insight Into ◽  
Player Behaviour

Validation of serious games tends to focus on evaluating their design as a whole. While this helps to assess whether a particular combination of game mechanics is successful, it provides little insight into how individual mechanics contribute or detract from a serious game's purpose or a player's game experience. This study analyses the effect of game mechanics commonly used in casual games for engagement, measured as a combination of player behaviour and reported game experience. Secondly, it examines the role of a serious game's purpose on those same measures. An experimental study was conducted with 204 participants playing several versions of a serious game to explore these points. The results show that adding additional game mechanics to a core gameplay loop did not lead to participants playing more or longer, nor did it improve their game experience. Players who were aware of the game's purpose, however, perceived the game as more beneficial, scored their game experience higher, and progressed further. The results show that game mechanics on their own do not necessarily improve engagement, while the effect of perceived value deserves further study.

The Path between Pedagogy and Technology

2011 ◽  
pp. 273-295
Author(s):  
Colin Price
Keyword(s):  
Collaborative Learning ◽  
Serious Games ◽  
Computer Game ◽  
Two Dimensions ◽  
Serious Game ◽  
Learning Theories ◽  
Learning Approaches ◽  
Temporal Dimension ◽  
Digital World ◽  
Use Of Technology

The power of computer game technology is currently being harnessed to produce “serious games”. These “games” are targeted at the education and training marketplace, and employ various key game-engine components such as the graphics and physics engines to produce realistic “digital-world” simulations of the real “physical world”. Many approaches are driven by the technology and often lack a consideration of a firm pedagogical underpinning. The authors believe that an analysis and deployment of both the technological and pedagogical dimensions should occur together, with the pedagogical dimension providing the lead. This chapter explores the relationship between these two dimensions, and explores how “pedagogy may inform the use of technology”, how various learning theories may be mapped onto the use of the affordances of computer game engines. Autonomous and collaborative learning approaches are discussed. The design of a serious game is broken down into spatial and temporal elements. The spatial dimension is related to the theories of knowledge structures, especially “concept maps”. The temporal dimension is related to “experiential learning”, especially the approach of Kolb. The multi-player aspect of serious games is related to theories of “collaborative learning” which is broken down into a discussion of “discourse” versus “dialogue”. Several general guiding principles are explored, such as the use of “metaphor” (including metaphors of space, embodiment, systems thinking, the internet and emergence). The topological design of a serious game is also highlighted. The discussion of pedagogy is related to various serious games we have recently produced and researched, and is presented in the hope of informing the “serious game community”.

scholarly journals The use of serious games as an innovative educational strategy for learning cardiopulmonary resuscitation: an integrative review

2020 ◽  
Vol 41 ◽  
Author(s):  
Tainá Vilhar Siqueira ◽  
Juliana da Silva Garcia Nascimento ◽  
Jordana Luiza Gouvêa de Oliveira ◽  
Daniela da Silva Garcia Regino ◽  
Maria Celia Barcellos Dalri
Keyword(s):  
Cardiopulmonary Resuscitation ◽  
Serious Games ◽  
Scientific Evidence ◽  
Knowledge Retention ◽  
Serious Game ◽  
Integrative Review ◽  
Educational Strategy ◽  
Cardiorespiratory Arrest ◽  
Study Selection ◽  
Games For Health

ABSTRACT Objective: To analyze the scientific evidence available in literature on the use of serious games for health students to learn about cardiopulmonary resuscitation. Methods: Integrative review in PubMed / MEDLINE®, LILACS, Scopus and CINAHL databases. Included primary studies, in Portuguese, English or Spanish, from January 2009 to August 2019. The Rayyan software was used for study selection. Results: We identified 115 studies, and 8 composed the sample, categorizing two domains: : Intention of the study with regard to cardiopulmonary resuscitation through the serious game, and method used by the serious game to teach CPR. Conclusion: Medical students are the main audience for serious game learning, and the main intentions of the games are to compare their effectiveness with traditional methodologies and knowledge retention. The method adopted is the description of a cardiorespiratory arrest for training. The serious game proved effective for learning cardiopulmonary resuscitation.

The Path between Pedagogy and Technology

2009 ◽  
pp. 191-213 ◽  
Author(s):  
Colin Price
Keyword(s):  
Collaborative Learning ◽  
Serious Games ◽  
Computer Game ◽  
Two Dimensions ◽  
Serious Game ◽  
Learning Theories ◽  
Learning Approaches ◽  
Temporal Dimension ◽  
Digital World ◽  
Use Of Technology

The power of computer game technology is currently being harnessed to produce “serious games”. These “games” are targeted at the education and training marketplace, and employ various key game-engine components such as the graphics and physics engines to produce realistic “digital-world” simulations of the real “physical world”. Many approaches are driven by the technology and often lack a consideration of a firm pedagogical underpinning. The authors believe that an analysis and deployment of both the technological and pedagogical dimensions should occur together, with the pedagogical dimension providing the lead. This chapter explores the relationship between these two dimensions, and explores how “pedagogy may inform the use of technology”, how various learning theories may be mapped onto the use of the affordances of computer game engines. Autonomous and collaborative learning approaches are discussed. The design of a serious game is broken down into spatial and temporal elements. The spatial dimension is related to the theories of knowledge structures, especially “concept maps”. The temporal dimension is related to “experiential learning”, especially the approach of Kolb. The multi-player aspect of serious games is related to theories of “collaborative learning” which is broken down into a discussion of “discourse” versus “dialogue”. Several general guiding principles are explored, such as the use of “metaphor” (including metaphors of space, embodiment, systems thinking, the internet and emergence). The topological design of a serious game is also highlighted. The discussion of pedagogy is related to various serious games we have recently produced and researched, and is presented in the hope of informing the “serious game community”.

Game Mastering in Collaborative Serious Games

2015 ◽  
Vol 5 (4) ◽  
pp. 27-49 ◽  
Author(s):  
Viktor Wendel ◽  
Stefan Krepp ◽  
Michael Oliver Gutjahr ◽  
Stefan Göbel ◽  
Ralf Steinmetz
Keyword(s):  
Collaborative Learning ◽  
Serious Games ◽  
Serious Game ◽  
Novel Approach ◽  
Learning Scenarios ◽  
User Centric ◽  
Learning Together

In collaborative learning scenarios, the role of the instructor is vital. This aspect directly carries over to the concept of collaborative multiplayer Serious Games, where a group of players is learning together using a Serious Game. In this paper, the authors propose a novel approach for integration and support of instructors in collaborative multiplayer Serious Game scenarios. Their approach considers instructor tasks and responsibilities. It defines an interface for 3D action adventure-like games, defining relevant game information and adaptation access. It further includes a Game Mastering framework for orchestrating and adapting such games at runtime via an instructor. The concept was implemented on top of an existing Serious Game (Escape from Wilson Island) and evaluated in a user-centric study with N=40 participants (age m=23.39; SD=3.05). Results show that an instructor using our framework in a collaborative learning scenario can positively influence players' game experience (p<.05) and success towards the intended goals, as well as recognize and counteract problems at runtime.

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