Serious games for health: three steps forwards

Drummond, David; Hadchouel, Alice; Tesnière, Antoine

doi:10.1186/s41077-017-0036-3

Cited by 99 publications

(76 citation statements)

References 56 publications

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“…This result gives further support to those of previous studies [ 46 , 47 , 50 ], noting that concentration, feedback and immersion do not influence players’ learning. However, this result contrasts with findings in other studies stating that concentration is essential for learning in serious games [ 18 , 27 ], that feedback influences the learning of players [ 18 , 20 , 36 , 43 , 44 ], and that autonomy is an important factor in the effectiveness of serious games [ 20 , 29 , 43 ] and is correlated with players’ learning [ 50 ]. Finally, the actual impact of immersion on learning outcomes seems more complicated in the use of video games for educational purposes [ 63 ].…”

Section: Discussioncontrasting

confidence: 93%

Relationship Between Children’s Enjoyment, User Experience Satisfaction, and Learning in a Serious Video Game for Nutrition Education: Empirical Pilot Study

Espinosa-Curiel¹,

Pozas-Bogarin²,

Martı́nez-Miranda³

et al. 2020

JMIR Serious Games

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Background The design and use of serious video games for children have increased in recent years. To maximize the effects of these games, it is essential to understand the children’s experiences through playing. Previous studies identified that enjoyment and user experience satisfaction of the players are principal factors that can influence the success of serious video games and the learning of their players. However, research about the relationship between enjoyment and user experience satisfaction with learning in children 8 to 10 years old is sparse. Objective We examined the relationship of enjoyment and user experience satisfaction with the learning of children aged 8 to 10 years while playing a serious video game for health, FoodRateMaster. This serious video game teaches children about the characteristics of healthy and unhealthy foods and how to identify them in their environment. Methods Children aged 8 to 10 years were recruited from a primary school in Mexico. Participants completed 12 individual gaming sessions with FoodRateMaster in 6 weeks. A food knowledge questionnaire was administered before and after game play to assess the players’ food knowledge. In addition, after the gaming sessions, the children’s enjoyment and user experience satisfaction were evaluated using the EGameFlow questionnaire and the Game User Experience Satisfaction Scale (GUESS) questionnaire. Results We found significant positive associations for children’s (n=60) posttest knowledge with enjoyment (r58=0.36, P=.005) and user experience satisfaction (r58=0.27, P=.04). The children’s posttest knowledge scores were also positively correlated with challenge (r58=0.38, P=.003), knowledge improvement (r58=0.38, P=.003), and goal clarity (r58=0.29, P=.02) EGameFlow subscales and with narrative (r58=0.35, P=.006), creative freedom (r58=0.26, P=.04), and visual esthetics (r58=0.32, P=.01) GUESS subscales. Regression analysis indicated that the EGameFlow (F7,52=2.74, P=.02, R2=0.27) and the GUESS (F8,51=2.20, P=.04, R2=0.26) ratings significantly predicted the children’s posttest knowledge scores. EGameFlow challenge (β=0.40, t52=2.17, P=.04) and knowledge improvement (β=0.29, t52=2.06, P=.04) subscales significantly contributed to predicting children’s learning. None of the GUESS subscales significantly contributed to predicting children’s learning. Conclusions The findings of this study suggest that both enjoyment and user experience satisfaction for children aged 8 to 10 years were positively correlated with their learning and that were significant predictors of it. Challenge, knowledge improvement, narrative, creative freedom, and visual esthetics subscales correlated positively with children’s learning. In addition, challenge and knowledge improvement contributed to predicting their learning. These results are relevant to consider during the design stages of serious games developed for young children’s learning purposes.

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Section: Discussioncontrasting

confidence: 93%

Relationship Between Children’s Enjoyment, User Experience Satisfaction, and Learning in a Serious Video Game for Nutrition Education: Empirical Pilot Study

Espinosa-Curiel¹,

Pozas-Bogarin²,

Martı́nez-Miranda³

et al. 2020

JMIR Serious Games

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“…These results collectively confirm that learners are very motivated to use serious games as they are more engaging, interactive and provide more continuous feedback than traditional learning methods [16,45,50,51] or e-modules [16]. Although motivation and satisfaction are complex psychological processes, the motivational effect is important in education and might be associated with better learning outcomes [8,52,53]. Increased satisfaction and motivation when a new pedagogical tool is used could engage the student to learn more, and this could have long-term impact.…”

Section: Discussionsupporting

confidence: 53%

Comparative value of a simulation by gaming and a traditional teaching method to improve clinical reasoning skills necessary to detect patient deterioration: a randomized study in nursing students

2020

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Background: Early detection and response to patient deterioration influence patient prognosis. Nursing education is therefore essential. The objective of this randomized controlled trial was to compare the respective educational value of simulation by gaming (SG) and a traditional teaching (TT) method to improve clinical reasoning (CR) skills necessary to detect patient deterioration.Methods: In a prospective multicenter study, and after consent, 2nd year nursing students were randomized into two groups:-Simulation by gaming "SG": the student played individually with a serious game consisting of 2 cases followed by a common debriefing with an instructor; -Traditional Teaching "TT": the student worked on the same cases in text paper format followed by a traditional teaching course with a PowerPoint presentation by an instructor.CR skill was measured by script concordance tests (80 SCTs, score 0-100) immediately after the session (primary outcome) and on month later. Other outcomes included students' satisfaction, motivation and professional impact.Results: One hundred forty-six students were randomized. Immediately after training, the SCTs scores were 59 ± 9 in SG group (n = 73) and 58 ± 8 in TT group (n = 73) (p = 0.43). One month later, the SCTs scores were 59 ± 10 in SG group (n = 65) and 58 ± 8 in TT group (n = 54) (p = 0.77). Global satisfaction and motivation were highly valued in both groups although significantly greater in the SG group (p < 0.05). The students declared that the training course would have a positive professional impact, with no difference between groups. Conclusions:In this study assessing nursing student CR to detect patient deterioration, no significant educational difference (SCT), neither immediate nor 1 month later, was observed between training by SG and the TT course. However, satisfaction and motivation were found to be greater with the use of SG. Trial registration: ClinicalTrials.gov; NCT03428269. Registered 30 january 2018.

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“…Prejudice and stigmatization play important roles in the acceptance of tools and devices that support disease management [ 70 , 71 ]. This is not only the case for medical devices, but also when the game, or platform components like an activity tracker, or a sensor look clumsy or childish, they may become objects of mockery [ 72 ]. We learned from the user evaluations how essential a good balance is between flawless and non-obtrusive technology, challenging but not to difficult gameplay, and excellent fine-tuning to the age group.…”

Section: Discussionmentioning

confidence: 99%

Design and Evaluation of a Pervasive Coaching and Gamification Platform for Young Diabetes Patients

Klaassen

Bul

Akker

et al. 2018

Sensors

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Self monitoring, personal goal-setting and coaching, education and social support are strategies to help patients with chronic conditions in their daily care. Various tools have been developed, e.g., mobile digital coaching systems connected with wearable sensors, serious games and patient web portals to personal health records, that aim to support patients with chronic conditions and their caregivers in realizing the ideal of self-management. We describe a platform that integrates these tools to support young patients in diabetes self-management through educational game playing, monitoring and motivational feedback. We describe the design of the platform referring to principles from healthcare, persuasive system design and serious game design. The virtual coach is a game guide that can also provide personalized feedback about the user’s daily care related activities which have value for making progress in the game world. User evaluations with patients under pediatric supervision revealed that the use of mobile technology in combination with web-based elements is feasible but some assumptions made about how users would connect to the platform were not satisfied in reality, resulting in less than optimal user experiences. We discuss challenges with suggestions for further development of integrated pervasive coaching and gamification platforms in medical practice.

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Serious games for health: three steps forwards

Cited by 99 publications

References 56 publications

Relationship Between Children’s Enjoyment, User Experience Satisfaction, and Learning in a Serious Video Game for Nutrition Education: Empirical Pilot Study

Relationship Between Children’s Enjoyment, User Experience Satisfaction, and Learning in a Serious Video Game for Nutrition Education: Empirical Pilot Study

Comparative value of a simulation by gaming and a traditional teaching method to improve clinical reasoning skills necessary to detect patient deterioration: a randomized study in nursing students

Design and Evaluation of a Pervasive Coaching and Gamification Platform for Young Diabetes Patients

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