Evaluating 2D and 3D serious games: The significance of student-player characteristics

Kaimara, Polyxeni; Fokides, Emmanuel; Οικονόμου, Ανδρέας; Atsikpasi, Penelope; Deliyannis, Ioannis

doi:10.12681/dial.20704

Cited by 4 publications

(9 citation statements)

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“…In this context, the research focused on the potential of digital games, both Commercial-Off-the-Shelf (COTS) games and serious games (Abt 1975 ) (i.e. those that are primarily designed to improve learning outcomes in addition to entertainment) to develop cognitive skills such as working memory, attention and spatial cognition (Mayer 2019 ; Makransky et al 2019 ; Kaimara et al 2019a ; Parong and Mayer 2020 ). Table 3 presents the reviewed studies focused on the cognitive domain.…”

Section: Resultsmentioning

confidence: 99%

“…Interview data were collected from 23 Korean college students at a Korean University. The results implied that appropriate methods of technology usage are needed and that the support of an instructor is essential to achieve fully beneficial use of notebooks in class 19 Kaimara et al ( 2019a , b ) Research article * * Serious games (SGS) are gaining an ever-increasing interest of many scholars regarding learning. This quantitative research focused on students’ characteristics and factors that affect learning experience when playing 2D or 3D SGs.…”

Section: Resultsmentioning

confidence: 99%

“…Areas studied are attention, learning in general, spatial cognition and general cognition. Although the results for the use of VRTS and games in education are very promising (Gee 2008 ; de Freitas and Liarokapis 2011 ; Girard et al 2013 ; Granic et al 2014 ; Boyle et al 2016 ; de Freitas 2018 ; Erhel and Jamet 2019 ; Fokides and Chachlaki 2020 ), there are no positive outcomes to respect to specific components of cognition (Mayer 2019 ; Kaimara et al 2019a ; Parong and Mayer 2020 ). This conclusion is probably due to the lack of focused applications on a single cognitive skill.…”

Section: Summary and Recommendationsmentioning

confidence: 99%

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Could virtual reality applications pose real risks to children and adolescents? A systematic review of ethical issues and concerns

2021

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Virtual reality technologies (VRTs) are high-tech human–computer interfaces used to develop digital content and can be applied to multiple different areas, often offering innovative solutions to existing problems. A wide range of digital games is being also developed with VRTs and together with their components, the games' structural elements are appealing to children and engaging them more in virtual worlds. Our research interest is directed towards children's development and the effects of VRTs within gaming environments. Contemporary psychology studies perceive human development as a holistic and lifelong process with important interrelationships between physical, mental, social and emotional aspects. For the objectives and scope of this work, we examine children development across three domains: physical, cognitive and psychosocial. In this context, the authors review the literature on the impact of VRTs on children, in terms of software and hardware. Since research requires an wide-ranging approach, we study the evidence reported on the brain and neural structure, knowledge, behaviour, pedagogy, academic performance, and wellness. Our main concern is to outline the emerging ethical issues and worries of parents, educators, ophthalmologists, neurologists, psychologists, paediatricians and all relevant scientists, as well as the industry’s views and actions. The systematic review was performed on the databases Scopus, IEEE Xplore, PubMed, and Google Scholar from 2010 to 2020 and 85 studies were selected. The review concluded that findings remain contradictory especially for the psychosocial domain. Official recommendations from organizations and well-documented researches by academics on child well-being are reassuring if health and safety specifications and particularly the time limit are met. Research is still ongoing, constantly updated and consist of a priority for the scientific community given that technology evolves.

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Section: Resultsmentioning

confidence: 99%

Section: Resultsmentioning

confidence: 99%

Section: Summary and Recommendationsmentioning

confidence: 99%

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Could virtual reality applications pose real risks to children and adolescents? A systematic review of ethical issues and concerns

2021

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“…Over the past decades, contrasting voices concerning the educational benefits of digital games have been based on the common perception that digital games were arcade-style entertainment and therefore difficult to value their educational potential (Schrader et al, 2006 ). Although studies on the cognitive consequences of games focus on Commercial-Off-the-Shelf (COTS) games designed for entertainment rather than for cognitive skills or learning outcomes, there is evidence that they could improve cognitive skills such as problem-solving, memory, attention and spatial knowledge (Hébert et al, 2021 ; Kaimara et al, 2019a ; Mayer, 2019 ). On the other hand, brain training games that contain a series of mini-games do not provide convincing evidence of their effectiveness, perhaps due to the absence of focus on a single skill but on a collection of different games which are addressed to different cognitive skills (Makransky et al, 2019 ; Mayer, 2019 ).…”

Section: Introductionmentioning

confidence: 99%

“…Undisputable fundamental factors in the educational process, i.e., teaching–learning, are teachers and learners. Authors’ previous studies examined learners’ views regarding digital educational games (Fokides et al, 2018 , 2019a , b ; Kaimara et al, 2019a , 2020a , b ). Regarding the role of teachers, it is concluded that there have been several studies on teachers' (pre-service and in-service) attitudes towards ICT integration in schools, and their willingness to use innovative technology but not a sufficient number of studies on their intention to integrate gaming literacy within educational goals in Greece (Megagianni & Kakana, 2021 ).…”

Section: Introductionmentioning

confidence: 99%

Potential Barriers to the Implementation of Digital Game-Based Learning in the Classroom: Pre-service Teachers’ Views

et al. 2021

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Τeachers seek to attract students’ attention by demonstrating the relevance of learning content to daily activities and enhancing their students’ self-esteem and satisfaction. In the digital world, an example of an innovative learning tool is digital games. Digital game learning (DGBL) is a smart pedagogical approach that utilises digital games. DGBL has a prominent place in learning technologies due to the potentiality of games to engage students, enabling them to effortlessly reach the edges of their competencies, skills, and knowledge. Teachers, students and games per se constitute important agents for the successful and effective implementation of DGBL. In this context, our research was extended to cover the study of teachers’ and students’ perceptions of DGBL. More specifically, the purpose of this research was to examine the pre-service teachers’ perceptions of the barriers to DGBL implementation. To that end, an online survey with closed-ended questions and one open-ended question was conducted. In this paper, we present the answers to the open-ended question. Quantitative and qualitative data processing and analysis were carried out. According to the pre-service teachers’ responses, it is concluded that a major obstacle is the inefficient allocation of available financial resources. Resources are required for the supply of up-to-date equipment, devices and educational software, as well as for the professional development and training of teachers, school administrators and policymakers. Utilizing easy-to-use and inexpensive devices, which most teachers and even students hold, is the answer to the hurdle called “lack of equipment”. Therefore, the implementation of the DGBL, as a smart and innovative pedagogical approach, is primarily a matter of political will to curriculum reform based on ongoing research into appropriate digital learning materials.

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The REThink Online Therapeutic Game: A Usability Study

Iuga

David

2023

Children

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Background: Children and adolescents’ help-seeking behaviors are often limited by fear, uncertainty, and stigma, as well as challenges with finding the right intervention, help, and a lack of familiarity with the process. A promising direction for the development of therapeutic interventions targeted at children is embedding them into gamified interventions, known as therapeutic or serious games. The aim of this paper is to describe the protocol of the beta REThink therapeutic game and to evaluate the usability of the game in a sample of children and adolescents. Methods: The study was delivered in schools, where 137 children and adolescents aged between 9 and 16 years old played the levels of the REThink game, followed by filling in the usability questionnaire. Findings: The results show above average evaluations for all levels of the game, for every dimension evaluated, namely presence/immersion, enjoyment, learning effectiveness, narratives, goal clarity, adequacy of learning material, and motivation. This study contributes to the literature on the usability of cognitive behavioral therapy-based therapeutic games for improvements in the emotion regulation abilities of children and adolescents, which can guide researchers interested in testing the REThink game in different protocols, as well to encourage its use by mental health specialists and parents.

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Evaluating 2D and 3D serious games: The significance of student-player characteristics

Cited by 4 publications

References 41 publications

Could virtual reality applications pose real risks to children and adolescents? A systematic review of ethical issues and concerns

Could virtual reality applications pose real risks to children and adolescents? A systematic review of ethical issues and concerns

Potential Barriers to the Implementation of Digital Game-Based Learning in the Classroom: Pre-service Teachers’ Views

The REThink Online Therapeutic Game: A Usability Study

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