Food safety and young consumers: Testing a serious game as a risk communication tool

Crovato, Stefania; Pinto, Anna; Giardullo, Paolo; Mascarello, Giulia; Neresini, Federico; Ravarotto, Licia

doi:10.1016/j.foodcont.2015.10.009

Cited by 19 publications

(13 citation statements)

References 27 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Simulation-based serious games are particularly interesting for raising awareness of various types of risks (Crovato et al, 2016) and engineering complex systems analysis (Bekebrede, Lo, & Lukosch, 2015). Simulations are perceived by students as very beneficial regarding comprehension, application, and transfer of knowledge (Riemer & Schrader, 2015).…”

Section: Serious Games For Teaching Risk Managementmentioning

confidence: 99%

Games Ready to Use: A Serious Game for Teaching Natural Risk Management

Taillandier

Adam

2018

Simulation & Gaming

View full text Add to dashboard Cite

Risk management has become an essential skill for civil engineers. Teaching risk management to engineering students is therefore crucial, but is also challenging: it looks too abstract to students, and practical works are complex and expensive to organise. It also involves interconnected mechanisms coupling human and technical aspects, that are difficult to explain. In order to support risk management teaching, we propose SPRITE, an agent-based serious game using a concrete case study which is exemplary in terms of risk management: the coastal floods on the Oleron Island (France). SPRITE places the player (student) in the role of a local councillor of the Oleron Island, who must ensure the safety and well-being of the island residents, while maximising performance w.r.t. economic and environmental issues, in a context of coastal flood risk. SPRITE is the central piece of a pedagogical sequence which is actually used in risk management courses at Bordeaux University. This paper describes the SPRITE serious game and the underlying agent-based model, and reports on some lessons learnt from its use in a risk management course. Keywords: Serious game, risk management teaching, ABMS share the same case-study, their approach and purpose are completely different. LittoSIM is more realistic and more complex than SPRITE, because it is intended for local authorities, who have a strong knowledge of the Oleron territory. It was not designed for teaching, but to make experts reflect on their strategy for the Island. The difference of target player and objectives led to different modeling and game design choices, making the two models very different. In particular they differ on the available player actions, the user interface, the game rules and objectives, the simulation mechanisms and level of realism, etc. This paper is structured as follows: Section 2 briefly discusses some literature about the use of serious games for teaching in general, and teaching risk management in particular. Section 3 introduces our case study (the coastal flood risk on the Oleron island) and the SPRITE conceptual agent-based model, designed to raise awareness about that risk. Section 4 describes the serious game based on this model, its game design and its implementation. Section 5 introduces the methodology and first results of our evaluation of the use of SPRITE for teaching risk management. Finally, Section 6 concludes and discusses future prospects.

show abstract

Section: Serious Games For Teaching Risk Managementmentioning

confidence: 99%

Games Ready to Use: A Serious Game for Teaching Natural Risk Management

Taillandier

Adam

2018

Simulation & Gaming

View full text Add to dashboard Cite

show abstract

“…Teaching medical knowledge through the form of games has been found to be as effective as traditional text-based teaching methods [12]. In addition to teaching accurate information in a guided and context-based manner, incorporating knowledge pertaining to food and drug safety into video games has been proven to effectively raise the level of relevant knowledge among youngsters [13,14]. Moreover, teaching cardiopulmonary resuscitation through serious games has also been shown to result in a higher retention rate of knowledge and skills [15,16].…”

Section: Introductionmentioning

confidence: 99%

How Gameful Experience Affects Public Knowledge, Attitudes, and Practices Regarding COVID-19 Among the Taiwanese Public: Cross-sectional Study

Peng¹,

Bai²

2021

JMIR Serious Games

View full text Add to dashboard Cite

Background In 2019, with the COVID-19 pandemic sweeping across the globe, public health systems worldwide faced severe challenges. Amid the pandemic, one simulation game, Plague Inc., has received substantial attention. This game has indirectly drawn greater public attention to public health issues by simulating pathogen transmission and disease symptoms. Objective Against this backdrop, this research investigates whether the gameful experience of Plague Inc. has indirectly affected public knowledge, attitudes, and practices (KAP) regarding COVID-19. Methods An online survey was conducted through social networking services in Taiwan from May 6-28, 2020. Results A total of 486 subjects participated in this study, of which 276 (56.8%) had played Plague Inc. This study had several findings. First, participants who had played Plague Inc. demonstrated higher levels of knowledge (P=.03, median 7, IQR 7-8) and attitudes (P=.007, median 8, IQR 7-8) than participants who had not played Plague Inc. (knowledge: median 7, IQR 6-8; attitude: median 7, IQR 6-8). Second, there was a significant correlation between creative thinking (ρ=.127, P=.04) and dominance (ρ=.122, P=.04) in attitude. Finally, there was a significant correlation between creative thinking (ρ=.126, P<.001) and dominance (ρ=.119, P=.049) in practice. Conclusions Serious games highlighting the theme of pathogen transmission may enhance public knowledge and attitudes regarding COVID-19. Furthermore, the creative thinking and dominance involved in gameful experiences may act as critical factors in public attitudes and practices regarding COVID-19. These findings should be further verified through experimental research in the future.

show abstract

“…As consumers rapidly change their ways of acquiring knowledge by using search engines on the internet, web-based information channels will come to dominate as the main source of information for consumers in most situations. Recent studies have investigated the efficacy of risk communication using social media or other web-based tools (Crovato et al, 2016;Henderson et al, 2017). One study showed that social media can supplement other online sources among subjects who are more interested in risks in general (Kuttschreuter et al, 2014).…”

mentioning

confidence: 99%

“…For younger people who spend a lot of their time on computers socializing with others, doing homework or playing games as well as looking up information, using the internet as an information channel is highly relevant. For instance, studies have investigated and shown that using web-based games to increase young people's knowledge and understanding of risk and risk-reducing measures is a feasible approach (Crovato et al, 2016). Risk communicators need to know which information sources are most familiar to consumers, most frequently used, and most trusted by those they wish to reach (McCarthy & Brennan, 2009…”

mentioning

confidence: 99%

How to make risk communication influence behavior change

Ueland

2019

Trends in Food Science & Technology

View full text Add to dashboard Cite

Background: The aims of risk communication to consumers are at least twofold: to provide information about a food risk or safety issue, and for education purposes enabling a change towards safer behavior. Scope and approach: In this paper, challenges confronting risk communicators in providing information consumers act upon will be summarily addressed. The emergence of web-based communication channels as avenues for improved dissemination will also be discussed. Key findings and conclusions: Studies show that providing relevant risk messages to vulnerable consumers and target groups requires in-depth knowledge about the receivers of information. Characteristics of these groups may vary across countries, cultures and from case to case, therefore it may be necessary to collect more information about how risk communication should be presented and in which channels to reach the target groups. Messages should be repeated regularly and presented in a way that seems relevant to consumers; less statistics and more stories that they can relate to. Internet is rapidly becoming the number one information channel. Using social media, and web-based tools and games have the potential to rapidly reach specific target groups. Achieving behavior change is dependent on the consumers perceiving the risk information to be relevant for themselves. 2. Research and infrastructure needs Current research suggests several strategies for risk communication that require further research but also some actions that may be

show abstract

Food safety and young consumers: Testing a serious game as a risk communication tool

Cited by 19 publications

References 27 publications

Games Ready to Use: A Serious Game for Teaching Natural Risk Management

Games Ready to Use: A Serious Game for Teaching Natural Risk Management

How Gameful Experience Affects Public Knowledge, Attitudes, and Practices Regarding COVID-19 Among the Taiwanese Public: Cross-sectional Study

How to make risk communication influence behavior change

Contact Info

Product

Resources

About