A systematic literature review of empirical evidence on computer games and serious games

Connolly, Thomas; Boyle, Elizabeth; MacArthur, Ewan; Hainey, Thomas; Boyle, James M.

doi:10.1016/j.compedu.2012.03.004

Cited by 2,171 publications

(1,611 citation statements)

References 59 publications

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“…Data extraction was undertaken using Excel sheets to summarize the papers and classify the serious game impacts on the elderly. The principles and categories of [12] on serious games and [15] on games for elderly people were adopted as guidelines to extract information from previous studies. After that, in the last phase, the reviews were checked by the second author, and if there were disagreements among researchers regarding the coding, the first author mediated the differences.…”

Section: Reviewing Processmentioning

confidence: 99%

“…The technical aspects of the games for elderly were identified based on the game delivery platform, which we also referred to the categorization of [12]. They were video console, PC, online game, second life, mobile or alternate reality game (ARG) [12].…”

Section: Game Technology Categorizationmentioning

confidence: 99%

“…To serve these purposes, we employed keywords which relate to serious games and their effects to elderly players. We adopted keywords which were used by [12]. Two widely used terms, elderly and seniors, were used to identify research related to elderly people.…”

Section: Introductionmentioning

confidence: 99%

See 2 more Smart Citations

Impact of Serious Games on Health and Well-being of Elderly: A Systematic Review

Nguyen¹,

Ishmatova²,

Tapanainen³

et al. 2017

Proceedings of the 50th Hawaii International Conference on System Sciences (2017)

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Section: Reviewing Processmentioning

confidence: 99%

Section: Game Technology Categorizationmentioning

confidence: 99%

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Impact of Serious Games on Health and Well-being of Elderly: A Systematic Review

Nguyen¹,

Ishmatova²,

Tapanainen³

et al. 2017

Proceedings of the 50th Hawaii International Conference on System Sciences (2017)

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“…A thorough literature review on the positive impacts of gaming in learning, skill enhancement, and engagement settings has been presented by Connolly et al (2013). Their review revealed that gamified learning application and serious games could boost knowledge acquisition, content understanding as well as increase the learner's affection and motivation.…”

Section: Gamified Learningmentioning

confidence: 99%

Gamification-supported Exploration and Practicing for Automotive User Interfaces and Vehicle Functions

Diewald

Möller

Stockinger

et al. 2014

Gamification in Education and Business

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When driving an unknown car, the interaction with its user interfaces and the operation of (comfort) vehicle functions can be very challenging and thus cause safety concerns. However, this problem can be overcome already with a short learning and practicing phase.For this reason, we analyze the potential of gamification for exploring and practicing the use of automotive user interfaces and vehicle functions. Based on the analysis of available examples, we have created a gamified automotive exploration and practicing framework. The framework allows exploring vehicle functions and user interfaces in real vehicles as well as in applications for mobile devices. By reflecting on the results of a first user study with the framework, we deliver a set of guidelines for designing and evaluating gamified applications for the automotive domain, which can serve as a support for future developments.

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“…Since playing games has been demonstrated to be highly related to learning, several models have been developed to identify the learning outcomes that can be achieved by playing digital games [39]. As Garris et al [40] stated, the user gets hooked on cognitive processes that are triggered that have been proven to be beneficial for learning.…”

Section: Serious Gamesmentioning

confidence: 99%

Flexible learning itinerary vs. linear learning itinerary

Martín-SanJosé

Juan

Gil-Gómez

et al. 2014

Science of Computer Programming

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The latest video game and entertainment technology and other technologies are facilitating the development of new and powerful e-Learning systems. In this paper, we present a computer-based game for learning about five historical ages. The objective of the game is to reinforce the events that mark the transition from one historical age to another and the order of the historical ages. Our game incorporates natural human-computer interaction based on video game technology, Frontal Projection, and personalized learning. For personalized learning, a Flexible Learning Itinerary has been included, where the children can decide how to direct the flow of their own learning process. For comparison, a Linear Learning Itinerary has also been included, where the children follow a determined learning flow. A study to compare the two different learning itineraries was carried out. Twenty nine children from 8 to 9 years old participated in the study. The analysis of the pre-tests and the post-tests determined that children learned the contents of a game about historical ages. The results show that there were no statistically significant differences between the two learning itineraries. Therefore, our study reveals the potential of computer-based learning games as a tool in the learning process for both flexible and linear itineraries.

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A systematic literature review of empirical evidence on computer games and serious games

Cited by 2,171 publications

References 59 publications

Impact of Serious Games on Health and Well-being of Elderly: A Systematic Review

Impact of Serious Games on Health and Well-being of Elderly: A Systematic Review

Gamification-supported Exploration and Practicing for Automotive User Interfaces and Vehicle Functions

Flexible learning itinerary vs. linear learning itinerary

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