Serious Game Attributes for the Construction of a Hazard Identification Framework

Abstract

In recent years gaming products have increasingly been used to enhance learning and training development in the academic and commercial sectors. Gaming is an approach that applies technology to provide an almost real experience with interactive field training. It is an approach that supports the theory of learning by doing with a real case scenario. The purpose of this paper is to determine serious game attributes to support effective training using serious game approach. Through systematic literature review on eleven selected articles, nineteen game attributes were identified. Hence, based on the definition and description from the articles, text analyses were conducted to determine categories of attributes based on educational theories' perspectives. This study adopted the deductive content analysis approach which 14 relevant research articles between 1994 and 2016 were identified from the Web of Science and SCOPUS databases. It appears that serious game attributes according to the educational perspectives are being practised using various ideas, terms and concepts. Hence, the findings can be justified that serious game attributes are important to enhance the effectiveness of training modules. All these attributes will become part of the serious game framework for hazard identification training modules. The target is to deliver effective and active training module to construction-related workers.

A Conceptual Framework for Road Safety Education using Serious Games with a Gesture-based Interaction Approach

“…The main aims of SG are learning and behaviour change (Connolly et al, 2012). Based on Mohd et al (2018), there are 12 basic building blocks according to the educational view as features of the framework of a serious game, which are:…”

“…Constructivism theory is a learning theory found in psychology that suggests that learners construct knowledge from their experiences (Mohd et al, 2018;Olusegun, 2015). In other words, the students may learn new information and increase what they already know with the idea that students can be taught and can affect the attitudes.…”

“…For this reason, the concept of learning through experience is implanted by embedding the experiential learning theory. Three primary game attributes found from this theory are accommodating the learner's style, scenario-based learning, and intermittent feedback (Mohd et al, 2018). Accommodating learners style attributes refer to the contents in the games, which need to be designed to suit the audience.…”

“…Two SGA that support experiential learning is SGA1 and SGA2, which focus on user-centred where the learning process is using simple gestures as suggested by (Ackad et al, 2014) and by constructing knowledge through direct experience, practising skills, and strengthening values (Shih & Hsu, 2016). SGA3 and SGA4 are mapped with constructivism learning theories that focus on behaviour-based in which SGA3 deals with support in the games and SGA4 learners construct knowledge from their experiences (Mohd et al, 2018;Olusegun, 2015). Meanwhile, SGA5 is mapped with behaviourism learning theory in which the element enhances skills and motivates the user to keep playing the game (Mohd et al, 2018), and SGA6 is mapped with the cognitivism theory where both SGAs focus on behaviour-based and user-centred in different ways in which the learning process is delivered progressively, and the learning is broken into simpler and manageable tasks (Mohd et al, 2018).…”

“…In general, a serious game offers fun learning that can be applied in life and various fields of knowledge (Bolognesi & Aiello, 2020). Therefore, SG has increasingly been used to enrich learning and development for academic purposes (Mohd et al, 2018). A Natural User Interface (NUI) allows designing products that appear and feel as natural as possible to the user.…”