Most of the scientific literature on computer games aimed at offering or aiding in psychotherapy provides little information on the relationship between the game’s design and the player’s cognitive processes. This article investigates the use of Bloom’s taxonomy in describing a psychotherapeutic game in terms of knowledge level and cognitive processing. It introduces the Revised Bloom Taxonomy and applies this to five psychotherapeutic games (Personal Investigator, Treasure Hunt, Ricky and the Spider, Moodbot, and SuperBetter) in a two-round procedure. In the first round consensus was reached on the Player Actions with Learning Objectives (PALOs) in each game. The second round sought to determine what level of knowledge and cognitive processing can be attributed to the PALOs by placing them in the taxonomy. Our low intercoder reliability in the second round indicates that Bloom’s Revised Taxonomy is not suitable to compare and contrast content between games.
This chapter argues the importance of understanding the process of serious gaming, i.e. playing a game with a purpose other than solely entertainment. Taking a psychological perspective, it focuses on the effects of the game rather than the game itself. Emphasis is put on the experience of enjoyment as a core element of a successful entertainment gaming experience, which, in turn, is a prerequisite for a successful learning experience. To identify enjoyment factors in gaming, a hierarchical model is presented which is based on empirical evidence. Based upon the Entertainment-Education theory, the authors propose a paradigm shift from motivation for game playing to implicit educational goals in serious games. A successful blending of entertainment experiences with educationally enriched content is assumed to be mediated by the experience of presence within media. Furthermore, storytelling and character development as well as socially shared experiences are identified as valuable areas for future serious game development.
BACKGROUND As games for health are used more as (part of) an intervention, more research is being done to establish effects. Such research measures after or during gameplay. This online experiment seeks to investigate the effect of announcing a game for health before any gameplay – taking the perspective of a prompting effect. OBJECTIVE Following the idea of cognitive reappraisal, prompting a serious game for health is proposed to boost self-efficacy. METHODS This paper describes an online, two dimensional, between-subjects experimental design with self-efficacy as the main dependent variable. This online experiment researches the affordances given to an assignment for health-related problem-solving concerning living with Diabetes type II, introduced as a game versus the same assignment introduced as a task (N = 232). Measurements after the game/task assignment include self-efficacy as the main dependent variable, as well as positive and negative affect, flourishing, expected difficulty and self-esteem. RESULTS The results indicate a small negative effect from the game prompt on self-efficacy, compared to the task prompt, which is mediated by the expected difficulty. CONCLUSIONS No support for the notion that a game-prompt might be seen as arousal congruent cognitive reappraisal. CLINICALTRIAL n/a
Background Games for health are increasingly used as (part of) health interventions and more effect research into games for health is being done. This online experiment questions expectancies of games for health by investigating whether a game for health prompt might be considered arousal congruent cognitive reappraisal and as such positively effects self-efficacy before gameplay. Objective The aim of this study experiment is to test whether a game for health prompt effects self-efficacy and other well-being measurements, as a first step into investigating if a game prompt is a form of arousal congruent cognitive reappraisal. Methods This study used an online, 2D, between-subjects experimental survey design with self-efficacy as the main dependent variable. Stimulus is an assignment for health-related problem solving concerning living with diabetes type II, introduced as a game (n=125) versus the same assignment introduced as a task (n=107). Measurements after prompting the game/task assignment include self-efficacy, positive and negative affect, expected difficulty, flourishing, and self-esteem. Results The results indicate a small negative effect from prompting the game assignment on self-efficacy, compared with prompting a task assignment. This effect is mediated by the expected difficulty of the health game/task. No differences between the game and task groups were found in affect, flourishing, or self-esteem. Conclusions This experiment provides no support for the notion that a game for health prompt might be seen as arousal congruent cognitive reappraisal.
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