Design Better Games

Murphy, Curtiss; Chertoff, Dustin B.; Guerrero, Michael Leon; Moffitt, Kerry

doi:10.1017/cbo9781107280137.007

Cited by 8 publications

(4 citation statements)

References 21 publications

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“…A construct related to flow is motivation, which is important for treatment adherence [101] and learning outcomes, as reviewed by Murphy et al [105]. Some studies report VR setups to provide higher levels of motivation than conventional setups, in both young [106] and elderly subjects [107].…”

Section: Factors Of Immersion That Affect Training Outcomesmentioning

confidence: 99%

The Potential of Immersive Virtual Reality for Cognitive Training in Elderly

Bauer¹,

Andringa²

2020

Gerontology

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The number of elderly is growing rapidly, including those that struggle with cognitive decline and, consequently, activities of daily living. Developing interventions that slow down cognitive decline would greatly benefit the autonomy of these elderly, as well as their caretakers. Virtual reality (VR) is an immersive and interactive human-computer interface with real-time simulation that is suggested to be a promising tool to improve cognitive functioning. This literature review discusses the features of immersive VR, including its opportunities and limitations, that are of special relevance for improving cognition in elderly. First, the high flexibility of VR allows for personalized and safe training of potentially harmful situations and isolated aspects of tasks. Second, VR’s dynamic and real-time feedback on performance provides a labor-extensive tool for caretakers in elderly care. Third, the acquisition of high resolution data enables the exposure of subtle changes over time, relevant for detecting the nature and extent of cognitive changes in elderly, including those with dementia. Fourth, immersive VR has been related to cybersickness. Finally, VR is immersive and enables the perception and expression of emotions, motor behaviors, and multiple senses. Aged subjects are found to have sparing of emotional learning and show increased reliance on multisensory integration for learning. Moreover, they experience high levels of flow, motivation, and presence in VR setups. Despite the clear potential of immersive VR, the studies available are small scale and have not been replicated. The digital illiteracy of elderly and healthcare personnel form an additional barrier for implementation. Hence, while replication of outcomes and standardization of VR interventions is required before it can be used in standard care, VR may provide a particularly effective tool for training cognition in elderly.

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Section: Factors Of Immersion That Affect Training Outcomesmentioning

confidence: 99%

The Potential of Immersive Virtual Reality for Cognitive Training in Elderly

Bauer¹,

Andringa²

2020

Gerontology

View full text Add to dashboard Cite

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“…Good design will help learners more easily achieve the flow state, in which they experience deep involvement and satisfaction with learning activities to the extent that they lose awareness of the time, effort, and repetition inherent in the learning process [21]. Based on references [22] and [23], four main antecedents that can contribute to the state of flow should be taken into consideration for the design, as follows:…”

Section: Game Mechanics Design For Learningmentioning

confidence: 99%

Developing a Mobile Game Application to Enhance Learning Experience in Programmable Logic Controller (PLC) Wiring beyond the Laboratory

Kohpeisansukwattana,

Siriwattananon,

Charoenwanit

2024

Int. J. Interact. Mob. Technol.

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In the field of automation technology education, the primary emphasis is on instructing students in the use of programmable logic controllers (PLCs). Practical training for beginners includes sessions on wiring and programming. However, the training on wiring lacks resources for additional practice outside the laboratory. Recognizing the potential of mobile devices and digital game-based learning, this study aims to create a mobile game app for practicing basic PLC wiring at any time and in any location. The study also seeks to examine the impact of using the game app on student performance and user satisfaction. The game app underwent expert assessment and received a high suitability rating, garnering an overall score of 4.43. Subsequently, it was employed in an experiment involving an experimental group comprising 18 students and a control group consisting of 22 students. To address non-normal data, we utilized both parametric and non-parametric methods to ensure more robust data analysis. The study found that both the independent sample t-test and the Mann-Whitney U test yielded consistent results, with p-values of 0.009 and 0.01, both below 0.05. This led to the conclusion that additional practice with the game app improved students’ performance in wiring. The user experience received positive feedback, with an overall score of 4.25. Based on the results, we consider this game app to be an effective learning tool that can enhance student performance and the learning experience in basic PLC wiring.

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“…The most important argument for games is that they help students learn in the classroom (Lane 1995, 610; Murphy et al 2015, 165; Rivera and Simons 2008, 299; Ruben 1999). Although there continues to be skepticism about the pedagogical effectiveness of games (Raymond 2010; 2014; Raymond and Usherwood 2013), scholars increasingly have found evidence that they are effective (D’Angelo et al 2014; Kahn and Perez 2009, 333–4; Krain and Lantis 2006; McCarthy 2014; Rubel 2006, 112; Shapiro 2014; Shellman and Turan 2006; Silvia 2010).…”

Section: Whymentioning

confidence: 99%

“…Ultimately, games—even serious games—should be fun. Although this objective is secondary to the more important pedagogical goals of serious gaming, the more students enjoy the process of learning, the more quickly they will become engaged and the longer they will stay engaged—with not only the course material but also the broader curriculum (Murphy et al 2015, 33–8).…”

Section: Whymentioning

confidence: 99%

Pushing the Envelope of Pedagogical Gaming: Dark Networks

Freeman

2017

APSC

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In recent decades, instructors have increasingly adopted the use of "serious" games in their classrooms. Typically, these games take the form of role-playing simulations or wargames. However, online computer-run games have opened up new possibilities: to explore complex conceptual relationships, to utilize and display asymmetric information, to be playable anywhere and by anyone, and more. This article describes the game, Dark Networks, and shows why this type of game is valuable as well as how it has been used for pedagogical gains.I n recent decades, instructors have increasingly adopted the use of "serious" games in their classrooms (Asal 2005, 6; McCarthy 2014, 401; Shellman and Turan 2006, 19). Typically, these games take the form of role-playing simulations or wargames (Bridge and Radford 2014, 423; Filter n.d.). However, online computer-run games have opened up new possibilities: to explore complex conceptual relationships, to utilize and display asymmetric information, to be playable anywhere and by anyone, and more (Jackson 2013, 210, 212; Starkey and Blake 2001, 540-1; Weir and Baranowski 2011, 442).As the principal investigator on a Department of Defensesponsored project, I oversaw the development of 12 online games, mostly focused on issues of terrorism and insurgency. In the most recent academic year, 30 courses used-and about 1,500 students played-these games.In this article, I first situate our style of games in comparison to other types of games. I then describe one game in particular, Dark Networks. Finally, I address why this game is useful and how the game has been implemented. Much of the how and why of Dark Networks follows the conventional wisdom of best practices in the literature on gaming-but with added benefits from being an online computer-based game. THE UNIVERSE OF GAMESGames can take numerous forms, but of particular interest are the types of games that have demonstrable pedagogical value in the classroom, which often are called serious games. Strategic games are those that pit players against one another in an interactive and contingent environment, in which the success of one player's strategy depends on how it interacts with the opponent's strategy. Some of the earliest strategy games include Go, Petteia, Latrunculi, Chaturanga, and Chess (Lewin 2012, chaps. 1, 2; Perla 1990), which then added more realism with, for example, the Avalon Hill-style games in the twentieth century. In a different vein, in role-playing simulations, players assume a specific role and negotiate/interact/ coordinate with other players in a seminar-style environment. Typically, these games are focused on real-life scenarios and are adjucicated by a human control team, and they may be aided by computer communication tools (Lane 1995, 605-7; McCarthy 2014, 405). Wargaming (a particular style of role-playing simulation) was undertaken by militaries to understand, anticipate, and plan for war beginning with the creation of Kriegsspiel in 1824 (Lewin 2012, 40-52; Perla 1990, 35-42) and likely re...

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Design Better Games

Cited by 8 publications

References 21 publications

The Potential of Immersive Virtual Reality for Cognitive Training in Elderly

The Potential of Immersive Virtual Reality for Cognitive Training in Elderly

Developing a Mobile Game Application to Enhance Learning Experience in Programmable Logic Controller (PLC) Wiring beyond the Laboratory

Pushing the Envelope of Pedagogical Gaming: Dark Networks

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