Game Experience Questionnaire Research Articles

ANALISIS GAME IMMERSION BERBASIS AUGMENTED REALITY “ANGRY BIRD AR: ISLE OF PIGS” TERHADAP PENGALAMAN PEMAIN

Rapid technological developments in the modern era produce technological products such as Augmented Reality (AR). Currently, AR has been utilized as an information technology that supports the productivity of various fields such as education, medical, military, industry, and entertainment. One of the uses of AR in the entertainment field can be seen in the emergence of AR-based games in the game mechanism. AR-based games have started to emerge since the high public interest in the Pokemon GO game in 2016; until now, games have appeared as a result of the transformation that was originally a video game-based game into an AR-based game such as Angry Bird AR. It is very compelling to learn more about how AR-based games' user experience can affect game immersion as an important aspect of game development. The research method employed was a quantitative method using the game experience questionnaire (GEQ) as a measuring tool to assess the influence of game immersion variables on user experience in the Angry Birds AR: Isle of Pigs game. This study found that game immersion has a positive impact on player user experience, but it is essential to consider flow aspects, especially in building the game world. Keywords: Augmented Reality, Game, Game Immersion, User Experience.

GEQ and PENS Applications for Analyzing Levels of Player Experience and Satisfaction in Mobile Video Games

Nowadays, video games are getting popular due to the rapid growth of technology, especially mobile technology. Video games are now able to be played on mobile devices whether in single or multiplayer mode by using the internet and it's free and available everywhere. Understanding player experience in mobile video games is essential for developers and researchers. This research evaluates player experience in a mobile video game using the Game Experience Questionnaire (GEQ) and Player Experience Questionnaire (PENS). The evaluation was performed using an online questionnaire form to the participants (N = 110) who had played the specific mobile game. Using the Core Questionnaire from the Game Experience Questionnaire and Player Experience of Need Satisfaction module, this research found that the Game Experience Questionnaire shows high scores values in the aspects of Immersion (4.22), Competence (3.25), and Positive Aspects (4.38) which indicates a good player experience, and the Player Experience of Need Satisfaction shows a rather balanced yet high score for each value that indicates a satisfying player experience.

Aktivitas Dinamis pada Appreciative Game “Warik the Adventurer” berbasis Finite State Machine

Serious games have become potential tools for education due to their advantage of giving a fun experience to the learner. Therefore, game experience is a fundamental element in serious game design. The game experience is mainly produced by the game activity, such as a quest or mission. However, in many serious games, the game activities do not have a clear design and concept, resulting in a poor playing experience which produce poor understanding of the material. Appreciative Game is a game that is based on Appreciative Learning concept. Appreciative Learning concepts could be used to design game activities. Appreciative Learning consists of four main stages. The stages are discovery, dream, design, and destiny. These four stages lay down the foundation of serious game activity. This study uses the Finite State Machine to produce intelligent agents in order to develop more dynamic game activity to enhance the game experience. We developed a 3D game called Warik the Adventurer as the testbed for this research. The game is about the cultural diversity in Indonesia. The game Experience Questionnaire (GEQ) is used to evaluate the player experience. The GEQ resulted in an acceptable score of 3 out of 5.

Augmented Reality (AR) as a New Educational Medium for Children: Using Road Safety Content

Road accidents, often involving one or more vehicles, can result in property damage, injuries, or even fatalities. These incidents can occur due to a range of factors, including human errors, adverse weather conditions, or mechanical failures, despite precautions taken by road users. Consequently, early education on road safety is crucial, especially for children. This research focuses on assessing children's knowledge of road accidents in Malaysia and evaluating the impact of augmented reality (AR) experiences on their understanding. To support this project, we developed an AR application using the Pendidikan Keselamatan Jalan Raya (PKJR) Year 2 Guidebook as a medium for students to learn about road safety. Selected pages in the book serve as markers, enabling students to engage with AR content while using the book. The study aims to determine the effectiveness of the AR application as an educational tool for children. A group of school children participated in testing this AR application, and their experiences were assessed using an adapted Game Experience Questionnaire (GEQ) model. The results indicate that after using the AR application, the group of 8-year-old children exhibited improved awareness of the road environment. This paper also explores the emotional aspects of participant experiences as emphasized by the GEQ. These findings highlight the potential of AR as an innovative tool for educating children about road safety, challenging traditional approaches, and promoting safer road behaviors among young individuals. Furthermore, this project aligns with the strategies outlined in the Malaysian Road Safety Plan 2020-2030, particularly in reducing risks to pedestrians. In a broader context, this study contributes to the evolving landscape of technology-driven safety initiatives, underscoring the importance of adapting contemporary educational mediums to address complex societal issues like road accidents. In conclusion, we discuss the potential for future studies involving road safety education and interactive technology.

Game Experience of Primary and Preschool Pedagogy Students in a Gamified Mathematics Class

The paper presents a quasi-experimental study using gamification in Seppo during a mathematics course for primary and preschool pedagogy students. The aim of the investigation was to examine students’ game experience and their motivation during the game. The research tools were the Gameful Experience Scale [GAMEX] and the Game Experience Questionnaire (developed by the authors). The participants were 32 second-year students. The results show that students’ enjoyment and the feeling of creativity was high, but their activation, absorption in the game and feeling of dominance were low. Students’ self-reports show that they liked the game’s story, the teamwork, and the diverse nature of the assigned tasks. The perceived stress during the game was also relatively low. There was a strong negative correlation between enjoyment and perceived stress. The elements that contributed most to perceived stress were the difficulty of the tasks, the lack of time, and the competition between teams. The motivating elements mentioned frequently by the students were teamwork, collecting game money, and reaching higher levels of the game. A prevailing pattern among the students involved being influenced by both internal and external motivation throughout the course of the game. For one-third of the students, motivation increased at the beginning and decreased at the end of the game, while nearly another third’s motivation increased at the end of the game. Students preferred the version of the game with physical movement in the building and enjoyed the freedom of selecting the difficulty of the tasks when the game did not restrict the advancement to a higher level.

Creating a treadmill running video game with smartwatch interaction

In recent years, indoor or at-home sports have experienced significant growth. However, monotony is a common challenge in these static physical activities. Exergames, a genre of video games that combines physical activity and entertainment, have emerged as an attractive solution. Nevertheless, running on a treadmill and engaging in other activities simultaneously presents additional challenges. The balance and concentration required during running while interacting with a video game demand a special focus on the design of the Exergame. This paper presents a mobile Exergame designed specifically for treadmill running, utilizing interaction with a smartwatch. The game offers natural environments where, through smartwatch technology, it interprets the player's movements, transforming them into running speed and interactive actions by detecting gestures within the game. The main objective is to provide users with a satisfying gaming experience tailored to the characteristics of treadmill running. Particular emphasis has been placed on prioritizing the playful component of this Exergame, recognizing its relevance in the context of treadmill running. To evaluate the achievement of objectives and the proposed hypothesis, a comparative study was conducted between the proposed Exergame and a treadmill running simulator. Participants experienced both experiences and subsequently completed the Game Experience Questionnaire (GEQ), specifically the In-game GEQ version. The results obtained indicate that participants had a better gaming experience in the Exergame than in the simulator. These findings highlight the importance of prioritizing the playful component in Exergames and provide guidelines for future improvements and developments in the field.

Non-Playable Character (NPC) based on Behaviour Tree for Enhanced Immersive Experience in the Serious Game "Warik's Adventure"

Video games, or digital games, have transcended their traditional role of mere entertainment and are now being leveraged for more serious purposes, such as education and cultural preservation. Serious games offer the advantage of presenting content in an interactive and enjoyable manner. A crucial element in gameplay for creating interactivity and a pleasurable experience is the non-playable character (NPC). In serious games, replayability is pivotal for optimizing the comprehension of learning content, with the gameplay experience being a key factor influencing replayability. While games are known for their entertaining aspects, immersion design in serious games often falls short, resulting in a subpar experience. The NPC design in this study is grounded in appreciative learning, emphasizing positive outcomes such as possibilities, peak successes, exploration, and future optimism. The reward activity is structured across four levels: Discovery, Dream, Design, and Destiny. Behaviour Tree is employed to govern NPC behavior throughout all four stages. To evaluate the effectiveness of the immersive design, the Game Experience Questionnaire (GEQ) is employed, measuring three primary components—sensory, imaginative, and challenge-based immersion. The GEQ result indicates a score of 3.2, showcasing a slight improvement from the previous version's score of 3.07. This research contributes to the enhancement of serious game design by focusing on NPC behavior and immersive experiences, ultimately fostering more effective and engaging learning environments.

The Game Experience Questionnaire: reliability and validity of the Web-based Revised Arabic Version.

Nowadays, digital gaming occupies a central position in the entertainment industry where it has developed into a cherished kind of entertainment in markets all over the world. Besides that, it provides other sectors with various social and economic benefits. The Game Experience Questionnaire (GEQ) is a free, quantitative and comprehensive self-report measure, which was developed to assess the player game experience. Despite being a widely used tool by many research projects in the past, it was not adapted into Arabic. Furthermore, several components of the scale proved problematic from a psychometric point of view. Therefore, a modified version of the scale is needed to measure the gaming experience of the Arabic population. Validation and examination of the psychometrics of an adapted Arabic version of the Game Experience Scale in Tunisia. 711 voluntary participants completed an online survey which included an Arabic version of the Game Experience Questionnaire (GEQ), gaming data and socio-demographic questionnaire. Subjects were randomized in order to complete two phases: exploratory and confirmatory. The exploratory data was acquired from 360 respondents whose mean age was 23.89 ±2.29 (111 females; 30.83% and 249 males; 69.2%). On the other hand, the confirmatory data was obtained from the remaining 411 subjects whose mean age was 21.94 ±1.80 (169 females; 41.1% and 242males; 58.9%). after the elimination of two items, the exploratory and the confirmatory factor analysis provided an adequate factor structure of the Arabic version of the GEQ. In addition, the internal consistency coefficients suggest the reliability of the instrument. Significant differences were revealed for three sub components: Flow by age (p<.001, ES=0.013), gender (p<.05, ES=0.007) and game type p<.001, ES=0.03). For competence and immersion, significant differences were highlighted by the type of game (p<.05, ES=0.017). The discriminant and convergent validity of the instrument were supported respectively by calculating the Extracted Mean Variance (AVE) and comparing the square roots of the AVE to the correlation coefficients. The Arabic adapted version of the GEQ is a valid and reliable version and can be administered to measure the game experience in Arab countries.

Establishment of Production Standards for Web-based Metaverse Content: Focusing on Accessibility and HCI

Metaverse technology is expanding to industries in various fields, such as medical, national defense, and education, and training simulation programs have been mainstream so far. However, there have been increasing attempts to apply metaverse content to web-based platforms linked to social media services and, as a result, we face the problem of access to web-based metaverse content. Unlike traditional content, metaverse content interacts with many users, so content accessibility is the first important part to consider. In other words, to maximize the quality of metaverse content, it is essential to pull out the optimal UX through a detailed HCI (human computer interaction) design. Metaverse content development methodologies have effective methods proposed by many researchers. However, they are limited to web-based metaverse content that limits the use of high-end hardware. They are ineffective for platforms such as PCs and VR devices, as most studies focus on improving the visual performance of PCs or high-performance VR devices. Therefore, unlike existing research, the key theme of our research is to study optimized development standards that can be applied to web-based metaverse content and find out their effects through experiments. We created a development standard to be applied to a Web-based platform based on the existing metaverse content development methodology. Then, we redeveloped the VR content into the metaverse content and named them the VR build and the metaverse build. We had 25 people play virtual reality builds and metaverse builds simultaneously. Then, we measured the overall experience with an evaluation tool called the Game Experience Questionnaire (GEQ); the GEQ is a proven tool for evaluating content experiences by dividing them into positive/negative scales. When comparing the results measured from the two builds, the metaverse build showed consistent results with a higher positive scale, and a lower negative scale, than the VR build. The results showed that users indeed rated metaverse content positively. The bottom line is that the web-based metaverse content development standards that we have produced are practical. However, since generalization is limited, continuous research will be needed in more experimental groups in the future.

Using Minecraft to cultivate student interest in STEM

Due to the popularity and flexibility of Minecraft, educators have used this game to develop instructional materials and activities to cultivate student interests in science, technology, engineering and mathematics (STEM). One example of such an initiative is the What-If Hypothetical Implementations in Minecraft (WHIMC) project of the University of Illinois Urbana Champaign. The study reported in this paper describes a WHIMC deployment in the Philippines and the effects this deployment had on student STEM interest. The study used quantitative and qualitative methods to determine the effect of WHIMC on the STEM interest of Filipino students. We performed quantitative analysis of the pre- and post-STEM Interest Questionnaire (SIQ) ratings and Game Experience Questionnaire (GEQ) ratings of the high- and low-performers to determine the effect of using WHIMC in the students’ STEM interest and the difference between the game experience of high- and low-performers, respectively. Qualitative analysis of the answers to the open-ended questions about the attributes of the module was also conducted to determine the relationship between the module attributes and student performance. The analysis of the aggregated SIQ ratings before and after using the WHIMC-based modules revealed only a minimal effect on the STEM interests of the students. However, there was a significant effect in the Choice Actions construct, which implies that students recognize the importance of studying hard if they want to pursue STEM-related careers. Further, the analysis of the overall GEQ of high-performers and low-performers also revealed no significant difference. Although no significant difference was observed in the overall GEQ, high-performers had significantly higher GEQ ratings in the Immersion dimension. This result suggested that high-performers had a more positive, engaging, and enjoyable learning experience. Moreover, the findings on the favorite module attributes suggested that students perform better in the out-of-game assessments when they like all the module attributes. This implies that students must be engaged in the game and learning task aside from being interested in the learning topic to have better assessment scores. The study also showed that open-ended learning environments coupled with tasks that demand exploration, observation, and higher-ordered thinking are demanding even on high-performers.

WizardOfMath: A top-down puzzle game with RPG elements to hone the player's arithmetic skills

As one of the important education subjects’ mathematics difficulties can lead to tension and be described as the most hated or feared subject. This study aims to create a puzzle game application with RPG elements called WizardOfMath to increase a user's interest in mathematics subject. The research method includes a method called Game Development Life Cycle (GDLC), which has a pre-production stage that is suitable for game development rather than the Waterfall method. A game application is built based on the prior requirement gathering. The evaluation was arranged using the Game Experience Questionnaire (GEQ) survey which is performed by providing an online form to the public. Reliability test of GEQ modules meets Cronbach's Alpha value above 0.7 and the validity test of the r table is greater than 0.05. The results calculation of the Game Experience Questionnaire (GEQ) from a total of 55 participants and 3 modular structures, which are the Core module, In-game Module, and Post-game Module obtained an average score of 4.06, 3.88, and 3.57 for positive aspects and 2,72, 2.67, and 2,61 for the negative aspect. The contribution of this study shows this puzzle game application with RPG elements decreased user tension and the negative effect of being involved with mathematics subjects.

The Effect of Educational Platformer Game "Loving Ma"

This study aimed to create an educational game application based on the theme of motherly roles in the platformer genre. The game application is designed to feature three levels consisting of multiple-choice questions about the roles of a mother. The Extreme Programming (XP) method is utilized to create the game application. Extreme Programming (XP) is a branch of the Agile Development method used to develop systems with uncertain or rapid requirements changes. The steps of the XP method consist of planning, designing, coding, and testing. The game application is evaluated both internally and outside. Black-box testing and eight golden rules are used for internal review. The findings of black-box testing can be used to determine the viability of a game application. The evaluation findings of the eight golden rules are required to evaluate the game application's user interface. The Game Experience Questionnaire is used for external review (GEQ). The GEQ was distributed through Google Forms, and 67 respondents completed it. The result of the GEQ was then tested for validity and reliability, calculated to find the mean number and standard deviation, and analyzed. Therefore, it was concluded that the game application provides a good user experience.

Making competency-based predoctoral orthodontics fun: Introducing Dealodontics.

Dealodontics is a card game developed at New York University College of Dentistry for dental students to reinforce and apply basic orthodontic concepts. Dealodontics incorporates clinical photographs and questions to assess students' skills in diagnosis and patient management. The game was designed to be an enjoyable, interactive, and collaborative learning experience, supplementing competency-based instruction. The purpose of this project was to present this novel educational method and to evaluate dental students' engagement and game-playing experience. The survey was modeled after the "Game Experience Questionnaire" and followed the same methodology collapsing 16 survey questions into eight categories. The 5-point Likert scale was collapsed into a 3-point graduated scale (negative, neutral, and positive). Results were tabulated and scored using methods developed by IJsselsteijn et.al. Comparisons were made between two years: 2019 (N=385) and 2021 (N=245). Additionally, students were asked an open-ended question, to list three words to describe the game-playing experience. Response rates declined from 72% in 2019 to 50.2% in 2021. Response trends were similar: Positive gameplay experiences (competence, positive affect, immersion, challenge, and learning) and lack of negative experiences (tension/annoyance, negative affect). In the category of flow, 2021 responses were more positive (42.68%) when compared to the responses in 2019 (38.3%). Open-ended responses were similar with "fun" being the most commonly occurring word. Dealodontics is an effective and engaging tool for learning which can be used to supplement traditional methods.

Who Stole the Book of Kells? Description and Player Evaluation of a Cryptography Game for Primary School Students

Several studies suggest the need to develop technology skills from a young age. The development of computational thinking enhances multidisciplinary abilities, such as abstracting and decomposing a problem into smaller parts to find a solution. Among various tools, educational games can be implemented to efficiently stimulate the development of technology skills in primary school students. The current paper describes an educational game designed to motivate players to learn and reflect on cryptography, a collection of computer science techniques adopted for data protection. The Code of Kells is a mystery game that aims to support the development of computational thinking and maths abilities for primary school students. In this collaborative game, 10-12 years old players use cryptography techniques to discover who stole the Book of Kells – an ancient manuscript kept in the Trinity College Library in Ireland. To identify the criminal's identity, the players should work on teams and follow a map of Dublin city to collect encrypted clues hidden in popular locations, such as Phoenix Park and Dublin Castle. The participants should follow guidelines provided by a cipher sheet that illustrates cryptography techniques such as Caesar's Cipher, Polybius Cipher, Pigpen Cipher and the Morse Code. Each clue leads the player closer to the revelation of who stole the book of Kells. In this study, 80 primary school children (10-11 years old) evaluated The Code of Kells by sharing their experience through an adapted version of the Game Experience Questionnaire (GEQ). Nine dimensions of the questionnaire were assessed considering children’s previous mathematics and literacy scores, besides their levels of maths anxiety. Results suggest that children with higher mathematics performance positively perceived the game and found it challenging. However, results also indicate that maths high achievers students also felt tense while playing. Students with high levels of maths anxiety perceived the game as a sensory and imaginative immersive activity.

Feasibility and Effects of an Immersive Virtual Reality Exergame Program on Physical Functions in Institutionalized Older Adults: A Randomized Clinical Trial.

One of the pillars which underpins active aging is found in the performance of physical activity. While adherence to physical activity programs has traditionally been low in older people, immersive virtual reality (IVR) could provide an alternative and complementary training mode. A randomized clinical trial was conducted to explore the feasibility and effects of a 10-week IVR exergame program on physical functions of 24 institutionalized older adults who were allocated to an experimental group (EG n = 13; 85.08 ± 8.48 years) and control group (CG n = 11; 84.82 ± 8.10 years). The IVR intervention was feasible, with no adverse effects being reported (no Simulator Sickness Questionnaire symptoms; low negative experience scores on the Game Experience Questionnaire < 0.34/4), no dropouts, high adherence, and good post-gaming usability (System Usability Scale > 73.96%). The EG showed significant improvements: Tinetti scores for balance (1.84 ± 1.06; p < 0.001), gait (1.00 ± 1.08; p < 0.001), total score (2.84 ± 1.67; p < 0.001), and handgrip (4.96 ± 4.22; p < 0.001) (pre–post assessment). The CG showed significantly worsened compared to the EG: Five times sit-to-stand test, Tinetti scores for balance, gait, and total score, and the Timed Up and Go test total score (post-assessment). The findings show that the IVR intervention is a feasible method to approach a personalized exercise program and an effective way by which to improve physical function in the target population.

Virtual Reality Game for Physical and Emotional Rehabilitation of Landmine Victims.

Landmine victims require an engaging and immersive rehabilitation process to maintain motivation and therapeutic adherence, such as virtual reality games. This paper proposes a virtual reality exercise game called Exogames, which works with Nukawa, a lower limb rehabilitation robot (LLRR). Together, they constitute the general Kina system. The design and development process of Exogames is reported, as well as the evaluation of its potential for physical and emotional rehabilitation. In an initial survey designed ad-hoc, 13 health professionals evaluated compliance with various requirements. They agreed that Exogames would help the user focus on rehabilitation by providing motivation; 92.3% said that the user will feel safe in the virtual world, 66.7% of them agreed or totally agreed that it presents characteristics that may enhance the physical rehabilitation of lower limbs for amputees, 83.3% stated that it would promote the welfare of landmine victims, and 76.9% responded that the graphical interface and data report are useful for real-time assessment, and would be helpful for four interventional areas in all rehabilitation stages. In a second evaluation, using standardized surveys, five physical therapists and one lower limb amputee tried the Kina system as users. They filled out the System Usability Scale (SUS), the Physical Activity Enjoyment Scale (PACES), and the Game Experience Questionnaire (GEQ). The usability of the Kina system overall score was 69 (66, 79) out of 100, suggesting an acceptable though improvable usability. The overall PACES score of 110 (108, 112) out of 126 suggests that users enjoyed the game well. Finally, users indicated a positive effect with a good sense of immersion and smooth of gameplay during the tests, as indicated by the GEQ results. In summary, the evaluations showed that Exogames has the potential to be used as a virtual reality game for the physical and emotional rehabilitation of landmine victims.

Virtual Reality versus Desktop Experience in a Dangerous Goods Simulator

Virtual Reality applications have become a trend in training simulators as an alternative to desktop applications. However, further study is needed on how these types of serious games, which often include several modes of interaction, can improve the user experience. In this sense, this paper analyzes the differences between playing serious first-person games on a desktop computer versus playing in Virtual Reality. For this purpose, two versions of a dangerous goods unloading simulator have been implemented. The first one was developed as a classic desktop game with keyboard and mouse-based interaction, while the second was for Virtual Reality devices. The user experience has been measured with the In-game version of the Game Experience Questionnaire. With this, aspects related to immersion, flow, positive emotions, and psychological needs have been compared for these two platforms. The study shows that the Virtual Reality experience produces a better overall game experience for most analyzed items. Nevertheless, the results highlight a significant dependence between the application type and the game experience induced on the player.

Relationship between digital game experience and problem-solving performance according to a PISA framework

The authors recruited 267 Taiwanese elementary school students to play digital games in order to investigate the influence of prior game play experience on problem-solving performance, with specific focuses on self-regulated learning, problem-solving processes, problem contexts, and problem characteristics. Data were acquired using a self-regulated learning scale, a game experience questionnaire, a problem-solving process evaluation instrument based on the 2012 Program for International Student Assessment, a computer-based survey focused on seven problem-solving scenarios, and four digital games. Our results indicate a positive and significant effect on problem-solving performance among study participants with seven or more years of game play experience, and positive feelings toward game learning as reflected in negatively skewed self-regulated learning scores. We also found that the “representation and formulation” stage served as a significant performance predictor, the “planning and execution” and “monitoring and reflection” stages were significant predictors of dynamic/technical problems, and the “exploring and understanding” stage was a predictor for static/non-technical problems. Our data indicate significant differences in problem-solving cognitive processes across ranges of contexts and characteristics. We believe our findings will be useful for researchers studying the potential use of digital game frameworks to measure specific learning mechanisms.

Wearable Immersive Virtual Reality Device for Promoting Physical Activity in Parkinson's Disease Patients.

Parkinson’s disease (PD) is a neurological disorder that usually appears in the 6th decade of life and affects up to 2% of older people (65 years and older). Its therapeutic management is complex and includes not only pharmacological therapies but also physiotherapy. Exercise therapies have shown good results in disease management in terms of rehabilitation and/or maintenance of physical and functional capacities, which is important in PD. Virtual reality (VR) could promote physical activity in this population. We explore whether a commercial wearable head-mounted display (HMD) and the selected VR exergame could be suitable for people with mild–moderate PD. In all, 32 patients (78.1% men; 71.50 ± 11.80 years) were a part of the study. Outcomes were evaluated using the Simulator Sickness Questionnaire (SSQ), the System Usability Scale (SUS), the Game Experience Questionnaire (GEQ post-game module), an ad hoc satisfaction questionnaire, and perceived effort. A total of 60 sessions were completed safely (without adverse effects (no SSQ symptoms) and with low scores in the negative experiences of the GEQ (0.01–0.09/4)), satisfaction opinions were positive (88% considered the training “good” or “very good”), and the average usability of the wearable HMD was good (75.16/100). Our outcomes support the feasibility of a boxing exergame combined with a wearable commercial HMD as a suitable physical activity for PD and its applicability in different environments due to its safety, usability, low cost, and small size. Future research is needed focusing on postural instability, because it seems to be a symptom that could have an impact on the success of exergaming programs aimed at PD.

AnemiaAR: a serious game to support teaching of haematology

Serious games can be suitable tools for educational support in different areas of knowledge, such as Medicine. These applications, combined with technologies like mixed and augmented reality, provide a differentiated user experience that can keep or improve the interest and motivation of students and teachers during the teaching and learning process. In this context, this study aimed to present the development of AnemiaAR, a mixed reality serious game to support the teaching of haematology, helpful for students and professors in the visualisation and presentation of anaemia concepts. Fourteen medical students from the University of Passo Fundo participated in a pilot study to evaluate the application, considering a sociodemographic questionnaire, a questionnaire based on the Technology Acceptance Model, and two modules of the Game Experience Questionnaire. The preliminary results were satisfactory, showing good acceptance and positive experience of the game, besides improvements. The study also pointed out differences in the game evaluation among participants, considering the prior experience in games, the previously attended haematology subject, and the time spent performing the game tasks.