Impact Of Serious Games Research Articles

Digital Game-based Learning and Serious Games in Education

Nowadays, students are significantly influenced by the digital era and are constantly handling digital information. As a result, they form their personalities in the light of flexible communities, pursue to be directly connected, require prompt responses and social interaction and prefer learning based on experiences. Undoubtedly, modern students are not fully keen on and attracted by conventional education methods and thus they are seeking for more interesting, fun, motivating and engaging learning experiences. The increasing popularity of digital games has led to their being broadly utilized and applied. In education, digital games are mostly applied in the form of serious games which focus more on primary purposes. Serious games offer motivating and engaging experiences, interactive learning environments and collaborative learning activities. Hence, they are considered as a proper educational tool which enhances learning procedures and satisfies and fulfills students’ needs and requirements. The pedagogical approach of utilizing digital educational games is called digital game-based learning and can be described as the “coming together” of interactive entertainment and serious learning through digital games. Game-based learning is the act of designing interactive learning activities that can gradually convey concepts and guide students towards an end goal. Furthermore, it promotes a student-centered learning environment in which students’ wellbeing and soft skills are cultivated in a dynamic, enjoyable and playful way. This study briefly describes students’ new needs and requirements for more interactive and engaging learning experiences and analyzes the concept and the impact of serious games in education. Additionally, it points out the characteristics and features of serious games and the significance of motivation in students’ learning procedure. It analyzes the digital game-based learning approach and presents some of its benefits. Finally, it summarizes the main properties and potentials of digital game-based learning and serious games in education.

Play and learn: Serious games in breaking informational barriers in residential solar energy adoption in the United States

Recent literature states the importance of using behavioral science to address the persistent gaps between the technical potential of low carbon technologies and the actual adoption of these technologies. With the goal of addressing this important gap, in this study we investigate the efficacy of serious games – games with a primary purpose other than entertainment – to overcome informational and perceptive barriers to broader adoption of solar energy in the residential sector. Using a randomized control trial design with playing a trivia-style game as the treatment condition, we assess the impact of serious games on effecting behavioral antecedents toward solar energy in residential energy customers, applying the Theory of Planned Behavior (attitudes, norms, and perceived behavioral control). Our findings indicate that serious games are effective in bridging the information gap and enabling participants to feel agency, warranting further investigation of the effectiveness of this intervention strategy on behavioral change applied at large scale.

A systematic review of serious games in asthma education.

Serious games may be useful tools for asthma education. The objectives of this systematic review were to identify the available articles on serious games designed to educate patients and the general public about asthma and to assess their impact on patient's knowledge, behavior, and clinical outcomes related to asthma. PubMed, EMBASE, Cochrane Library, PsychInfo, and Web of Science were systematically searched from January 1980 to December 2015 for studies investigating serious games in asthma education. Two investigators independently assessed studies against inclusion criteria and rated those included on indicators of quality. Investigators extracted data on serious games' content and learning objectives, and on outcomes following Kirkpatrick classification. A total of 12 articles were found to be relevant, describing a total of 10 serious games. All serious games were directed toward children, with eight games for children with asthma and two for school-based intervention. The average Medical Education Research Study Quality Instrument score was 13.9 of 18, which is high. Most of the serious games were associated with high rates of satisfaction and improvement in children's knowledge. Seven studies evaluated the impact of serious games on clinical outcomes and found no significant difference relative to control groups. Although serious games designed for asthma education have evolved with advances in technology, results of their evaluation remained similar across studies, with clear improvements in knowledge but little or no change in behaviors and clinical outcomes.

Impact of Serious Game Towards Foreign Worker in Safety Induction Course in Malaysian Construction Industry

Impact of Serious Game Towards Foreign Worker in Safety Induction Course in Malaysian Construction Industry

Evaluating the impact of serious games: the effect of gaming on entrepreneurial intent

PurposeSerious games are playing an increasingly significant role across a range of educational contexts. Business focused serious games can provide students with an authentic learning experience and their use has been increasingly taken up by business school faculty, including those delivering entrepreneurship education (EE). The purpose of this paper is to evaluate the impact of participation in a serious business game on the entrepreneurial intent (EI) of undergraduate students.Design/methodology/approachThe study adopts a pre-test/post-test quasi-experimental design. It employs a modified version of Linanet al.’s (2011) EI model in the form of a questionnaire survey completed by 263 undergraduate business and management students.FindingsA logic regression model was used to analyse the survey responses. The research findings indicate that the serious game used in this study has a significant negative impact on EI. Gender and role model effects are also identified from the analysis.Originality/valueThe paper contributes to the literature in two ways. First, it demonstrates the impact of serious business games on EI during the enterprise awareness stage of a student’s EE. Second, it provides a foundation for exploring the role that serious games can play in educating the potential entrepreneurs of the future.

Serious Games in Breaking Informational Barriers in Solar Energy

The adoption of solar energy – widely assumed to be pivotal to a new energy transformation – has been hindered by persistent information gaps. Recent literature states the importance of using behavioral science to address the persistent gaps between the technical potential of low carbon technologies and the actual adoption of these technologies. With the goal of addressing this important knowledge gap, this study investigates the efficacy of serious games – games with a primary purpose other than entertainment – to overcome informational and perceptive barriers to broader adoption of solar PV in the residential sector. Using a trivia-style game platform, we assess the impact of serious games on intentions and behavior toward solar energy in residential energy customers, applying the Theory of Planned Behavior (attitudes, norms, and perceived behavioral control). Our findings indicate that serious games are effective in bridging the information gap and enabling participants to feel agency, thus could prove an effective intervention strategy applied at large scale.

Exploring the Potential Impact of Serious Games on Social Learning and Stakeholder Collaborations for Transboundary Watershed Management of the St. Lawrence River Basin

The meaningful participation of stakeholders in decision-making is now widely recognized as a crucial element of effective water resource management, particularly with regards to adapting to climate and environmental change. Social learning is increasingly being cited as an important component of engagement if meaningful participation is to be achieved. The exact definition of social learning is still a matter under debate, but is taken to be a process in which individuals experience a change in understanding that is brought about by social interaction. Social learning has been identified as particularly important in transboundary contexts, where it is necessary to reframe problems from a local to a basin-wide perspective. In this study, social learning is explored in the context of transboundary water resource management in the St. Lawrence River Basin. The overarching goal of this paper is to explore the potential role of serious games to improve social learning in the St. Lawrence River. To achieve this end, a two-pronged approach is followed: (1) Assessing whether social learning is currently occurring and identifying what the barriers to social learning are through interviews with the region’s water resource managers; (2) Undertaking a literature review to understand the mechanisms through which serious games enhance social learning to understand which barriers serious games can break down. Interview questions were designed to explore the relevance of social learning in the St. Lawrence River basin context, and to identify the practices currently employed that impact on social learning. While examples of social learning that is occurring have been identified, preliminary results suggest that these examples are exceptions rather than the rule, and that on the whole, social learning is not occurring to its full potential. The literature review of serious games offers an assessment of such collaborative mechanisms in terms of design principles, modes of play, and their potential impact on social learning for transboundary watershed management. Serious game simulations provide new opportunities for multidirectional collaborative processes by bringing diverse stakeholders to the table, providing more equal access to a virtual negotiation or learning space to develop and share knowledge, integrating different knowledge domains, and providing opportunities to test and analyze the outcomes of novel management solutions. This paper concludes with a discussion of how serious games can address specific barriers and weaknesses to social learning in the transboundary watershed context of the St. Lawrence River Basin.

Comparison Between Serious Games and Learning Version of Existing Games

In recent years, there has been a growing interest in computer games that support learning and teaching. In particular, Serious Games and learning version of existing games were pointed out in many works that they succeeded in improving student motivation, increase students’ desire to learn and make learning more enjoyable. However, a little of works have examined the impact of these types of learning games on students’ level of knowledge and students’ satisfaction. Thereafter, this work study the impact of Serious Games and learning version of existing computer games on the level of knowledge and satisfaction of students. Furthermore, this work conducts a comparative effectiveness studies between these two types of learning games. The comparison reveals the effectiveness of serious games in improving students’ level of knowledge and the convergence of the two types of learning games in terms of students’ satisfactions.

Desarrollo de las competencias de colaboración con el uso del Serious Game MetaVals

En el marco de una educación orientada a competencias, el desarrollo de las competencias de colaboración es uno de los principales objetivos de los sistemas educativos actuales. Estas competencias incluyen tanto la comunicación como las diferentes habilidades sociales. La educación orientada a competencias requiere metodologías de aprendizaje activo para poder aplicar el conocimiento en contextos específicos. Entre estas metodologías focalizaremos nuestro interés en el uso de juegos educativos digitales o Serious Games (SG) y en el Aprendizaje Basado en Juegos (ABJ). Los SG han sido analizados como herramientas innovadoras que permiten dar soporte al desarrollo de las competencias de colaboración. Pese a ello, en la orientación curricular actual, los SG tienen una orientación curricular más basada en los contenidos que en el desarrollo de competencias. El objetivo de este estudio es analizar el potencial de los SG para el desarrollo de las competencias de colaboración, a través del análisis del caso de estudio del uso del SG MetaVals.

Interoperability Scenarios in Serious Games Ecosystems: The Impact on FInES

Traditional companies have transformed their approaches under the impact of globalization, competition, information technology and the Internet. They integrate into a volatile network of collaborating business – the business value network that has become increasingly important in the world's economy of the future. Their appropriate IT support must efficiently realize business collaborations and interactions between globally spread organizations. This paper presents the impact of serious games ecosystems on Future Internet Enterprise Systems (FInES) and discusses interoperability***based perspectives that aim to increase efficiency and performance.

Assessment in and of Serious Games: An Overview

There is a consensus that serious games have a significant potential as a tool for instruction. However, their effectiveness in terms of learning outcomes is still understudied mainly due to the complexity involved in assessing intangible measures. A systematic approach—based on established principles and guidelines—is necessary to enhance the design of serious games, and many studies lack a rigorous assessment. An important aspect in the evaluation of serious games, like other educational tools, is user performance assessment. This is an important area of exploration because serious games are intended to evaluate the learning progress as well as the outcomes. This also emphasizes the importance of providing appropriate feedback to the player. Moreover, performance assessment enables adaptivity and personalization to meet individual needs in various aspects, such as learning styles, information provision rates, feedback, and so forth. This paper first reviews related literature regarding the educational effectiveness of serious games. It then discusses how to assess the learning impact of serious games and methods for competence and skill assessment. Finally, it suggests two major directions for future research: characterization of the player’s activity and better integration of assessment in games.

Putting Social Psychology into Serious Games

AbstractVideo or computer gaming is quickly becoming a significant part of many people's lives. We review several emerging themes in both the social psychological literature and popular culture that show the potential for a productive integration of social psychology and video gaming. In particular, we examine the growing impact of serious games and outline some social psychological principles that could be implemented in the context of games for social cognitive training.