serious gaming
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2022 ◽  
pp. 171-191
Author(s):  
George P. Pavlidis ◽  
Stella Markantonatou

In the recent decades, there has been a significant investment in the incorporation of games in the educational practice. This has taken either the form of game-based learning or serious gaming. A literature review on gaming and education results in numerous works tackling different aspects of the approach. Even a simple search on the Web on gaming and learning produces multi-million results. In this work, we try to touch not only the surface of this approach and provide typical game-based learning evaluation results but also to explore its inner workings (offering a modest mixed philosophical and science aspect) and to provide an even more concrete foundation for a playful education.


2021 ◽  
Vol 8 (4) ◽  
pp. 49-63
Author(s):  
Nazmi Dinçer ◽  
Rabia Dinçer

Having proficiency in the standard aviation phraseology specified by International Civil Aviation Organization (ICAO) is of great importance for prospective pilots in communication with air traffic controllers and other pilots. The ambiguity in the standard phraseology could be a disaster for the flight crews. That’s why; serious thought has been given at the policy of improving the precise communication in aviation. However, it remains unclear whether the serious game-based flight simulations can enhance the vocabulary intake of the learners who invest the majority of their time in studying the standard aviation phraseology. There is also a dearth of research pertaining to the association between serious gaming and aviation phraseology. The advancement of the technology has exponentially expanded the digital games and therefore began to be widely used in education. The current study thus sets out to investigate the effect of a serious simulation game X-Plane 11 offering invaluable learning experience on aviation vocabulary acquisition. This investigation takes the form of a quasi-experimental mixed-method research by retrieving convenience sampling (15 subjects in experimental group, 15 subjects in control group). The findings indicated that there had been strong evidence of the positive effects of serious gaming on the learners’ outcome. Following the integration of the serious game, a significant increase with the medium effect size in the experimental group was recorded. This finding was also echoed by the majority of the interviewees who unanimously emphasized that the game was beneficial and motivating for language learning despite the minority challenges triggered by the level of language, hardware, and software types.


2021 ◽  
pp. 1-13
Author(s):  
Jaclyn Martin-Kowal ◽  
Brenton Wiernik ◽  
Thomas R. Carretta ◽  
Michael D. Coovert
Keyword(s):  

2021 ◽  
Author(s):  
Joyce Bierbooms ◽  
Milou A Feijt ◽  
Wijnand A IJsselsteijn ◽  
Inge MB Bongers

BACKGROUND A major factor hampering the adoption of technology in mental healthcare appears to be a lack of knowledge and skills. Serious gaming offers a potentially effective strategy to enhance the needed skills through experiencing and learning-by-doing in a playful way. Serious gaming solutions are however not widely available in mental healthcare. The development of a game-based training environment in mental healthcare was therefore pursued in a design project. The first step in such a design project is to identify the user requirements that should be met. OBJECTIVE This research aims to deliver the user requirements that inform the design of a game-based training environment for mental healthcare professionals to enhance their knowledge and skills regarding the use of eMental Health. METHODS We used an exploratory multiple methods design consisting of a an online questionnaire, co-design sessions, and interviews. To ensure a good representation of the target user group for each data collection method, professionals from various disciplines within mental healthcare were included in the research. The multiple methods design facilitates a broad view of user needs and in-depth knowledge of specific design requirements. We described the protocol for this research project in a protocol paper, which was published in JMIR Research Protocols in February 2021. RESULTS The user requirement analysis revealed three types of users for the envisioned game-based training environment: mental healthcare professionals that want to learn about the basic possibilities of eMental Health, mental healthcare professionals that want to develop their eMental Health skills to a next level, and mental healthcare professionals that want to learn and experiment with new technologies. This reflects the diversity of needs that were identified, as well as the need to develop a diversity of suitable scenarios in the environment. The user requirements analysis also show that the focus of a training environment should be on increasing knowledge about the possibilities of eMental Health in a broader sense, experiencing the benefits in particular situations and building confidence to use eMental Health in a therapeutic setting. This requires a careful consideration of which game characteristics are suitable. CONCLUSIONS To improve mental healthcare professionals’ skills in eMental Health requires an environment that is user driven and flexible, and at the same time incorporates the contextual factors that are relevant for its implementation in practice. This user requirements analysis contributes to the understanding of the issues that should be taken into account in the development of a game-based training environment by showing that ‘the’ mental healthcare professional does not exist. The various client populations, services and situations demand a variety of options for training. CLINICALTRIAL N/A.


2021 ◽  
pp. 154-160
Author(s):  
Danielle Borrelli ◽  
Benjamin Thomas Greer

Digital gaming and virtual learning platforms have expanded the boundaries of experiential based anti-trafficking training. Virtual reality provides a technological mechanism for immersive storytelling through the simulation of a physical presence within an artefact using software and specialised hardware. The success of virtual-based immersive training is directly dependent on a series of factors, including realism, re-playability, and supplemental in-person training. This article describes the California Cybersecurity Institute’s anti-trafficking immersion training programme, which advances beyond awareness education to test law enforcement and first responder-specific skills and biases. This multi-layered programme looks to incorporate all concepts of ‘serious gaming’ within law enforcement and humanitarian communication.


2021 ◽  
Vol 21 (1) ◽  
Author(s):  
Meysam Siyah Mansoory ◽  
Mohammad Rasool Khazaei ◽  
Seyyed Mohsen Azizi ◽  
Elham Niromand

Abstract Background New approaches to e-learning and the use of virtual reality technology and serious game in medical education are on the rise. Therefore, the purpose of this study was to compare the effectiveness of lecture method and virtual reality-based serious gaming (VRBSG) method on students learning outcomes about the approach to coma. Methods We adopted a randomized trial method for this study and selected 50 medical students dividing them into experimental and control groups. Students’ learning outcome was measured with a 10-item test. Serious game usability scale was used to evaluate the usability of the serious game. Descriptive and inferential statistics were used for data analysis by SPSS-22 software. Results Students’ familiarity with e-learning and VRBSG was low. The mean usability of a VRBSG was 126.78 ± 10.34 out of 150. The majority of students were eager to be instructed through VRBSG. The mean score of learning outcomes in the experimental group was significantly higher than the control group (t = − 2.457, P = 0.019). Conclusion Students’ learning outcomes in the VRBSG group in the test approach to coma were significantly better than the lecture group. The usability of the serious game instruction method was high. Taken together, instruction through VRBSG had an effective role in medical students’ learning.


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