Simulation & Gaming最新文献

{"title":"Virtual 3D Simulation Technology for Interprofessional Team Training","authors":"Isabelle Rash, Kevin Shi, Robyn Sussel, Richard Smith, Spencer Thompson, Edward Cai, Tu Dat Nguyen, Julia Cheng, Wenyi Gong, Sahar Farahmand, Vahid Mehrnoush, S. Hosseinzadeh, Karim Qayumi","doi":"10.1177/10468781231222969","DOIUrl":"https://doi.org/10.1177/10468781231222969","url":null,"abstract":"In the hospital, interprofessional team members must work collaboratively. That creates a gap in medical practice, particularly in a hectic emergency that may lead to medical errors, with associated ethical, legal, and financial consequences. Mannequin-based simulation can be a solution to bridge this gap in team training. While mannequin-based simulations are effective as a synchronous method, they are expensive, time and space-bound, use hospital resources, and require the whole team to be present. To develop a prototype of a 3D virtual simulation emergency room (ER) environment for interprofessional team training. And to assess the usability of the prototype in a simulation environment for team training using a clinical scenario. Tools and technologies used for this prototype included the Unity platform, C# programming language, and Photon Voice 2. With 3DS Max, we modified and created 3d assets in the ER simulation room. Adobe XD was used to create interactive prototype iterations. Clinical cases were developed with simple algorithms to prove the concepts. We used complex algorithms with Artificial Intelligence and Machine Learning capabilities for the final product. We conducted two usability tests (n = 10, n = 9) using a think-aloud method, a semi-structured follow-up interview, and a survey. A prototype was built to achieve asynchronous team training with easy user access from anywhere in the world. The prototype, which includes voice communication and control of the avatars by players from a distance, supported the usability of the technology for asynchronous team training in health education. CyberPatientER can be used as an additional tool to support team training and communication skills in the health education and healthcare environment.","PeriodicalId":190710,"journal":{"name":"Simulation & Gaming","volume":"75 4","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-12-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138952900","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Simulated Learning Environments as an Interdisciplinary Option for Vocational Training: A Systematic Review","authors":"Sandra Liliana Navarro-Parra, Andrés Chiappe","doi":"10.1177/10468781231221904","DOIUrl":"https://doi.org/10.1177/10468781231221904","url":null,"abstract":"The current scenario of university education calls for training spaces that go beyond direct instruction and knowledge memorization exercises. Such requirement stems from the need to articulate very diverse knowledge and skills that the current professional must develop both in university practice and in their daily work. Given this circumstance, it is imperative to build new teaching experiences that articulate the space of practice and the knowledge that corresponds to it, as scenarios for the interdisciplinary and permanent construction of knowledge. To address this issue, a systematic literature review has been conducted to explore research from the last 20 years on the educational implementation of simulations in various professions. After conducting filtering and sampling processes, 101 articles were reviewed, which were read in depth and to which qualitative processes of categorization and frequency analysis were applied. The results of the review highlight some advantages and limitations of simulations as learning resources and suggest the importance of their deployment from an interdisciplinary perspective of teaching, especially in health sciences. Finally, we reflect on the importance of approaching simulation-based learning from a curricular perspective, which brings learning in higher education closer to the complex realities of the world of work. In addition, the existence of great challenges and transformative effects of its implementation on university educational structures and models is highlighted.","PeriodicalId":190710,"journal":{"name":"Simulation & Gaming","volume":" 2","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-12-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138994604","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"The Funnel of Game Design – An Adaptive Game Design Approach for Complex Systems","authors":"M. Freese, Heide Lukosch","doi":"10.1177/10468781231222524","DOIUrl":"https://doi.org/10.1177/10468781231222524","url":null,"abstract":"In a world of ever-increasing complexity, organizations and people have an ever-increasing need for support systems that help them understand and shape the world around them. While simulation game design derived from the very idea to propose an instrument able to address complexity, seminal approaches dealt with a different level of complexity. In a networked, digitalized world, complexity has increased, and traditional approaches towards designing games show certain shortcomings that have to be overcome. This article proposes a new process of game design for complex problems and complex systems that can both be used by game designers as well as the scientific community in the field. This process is represented within a framework, based on two parts. The so-called ‘Funnel of Game Design’ based on the IDEAS approach represents the process of problem derivation, while the ‘House of Game Design’ also covers possible steps towards the final game product and process, including de-briefing and evaluation. Based on hands-on experiences and related work, we developed several steps of a game design process (IDEAS approach). In face-to-face interviews, we discussed the first version of the framework with experts in the field of simulation game studies. This process led to the framework presented in this article, which shows the steps of problem derivation as well as challenges that can occur, and proposes adaptive methods to overcome these challenges. The framework includes elements that support the definition of complex problems, and their translation into game designs. We recommend practitioners and scientists to apply the new framework presented here in their efforts to define the underlying problem that should be addressed by an envisioned simulation game, and in translating this into a valid, engaging and meaningful game experience.","PeriodicalId":190710,"journal":{"name":"Simulation & Gaming","volume":"306 10","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-12-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138996612","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"How to Safely Transfer Knowledge and Skills Derived From Gaming Into the Real World?","authors":"M. Schijven, T. Kikkawa","doi":"10.1177/10468781231213398","DOIUrl":"https://doi.org/10.1177/10468781231213398","url":null,"abstract":"","PeriodicalId":190710,"journal":{"name":"Simulation & Gaming","volume":"220 4","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-12-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139005779","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Systematic Framework for Esports Training: Informing eSports Training with the Learning Sciences","authors":"Yoo Kyung Chang, Keying Chen, Ziyue Li","doi":"10.1177/10468781231219938","DOIUrl":"https://doi.org/10.1177/10468781231219938","url":null,"abstract":"With the rapid expansion of the esports industry, many esports training programs and academies have emerged. According to research, esports may lead to cognitive, metacognitive, academic and professional competencies if appropriately supported (Adachi & Willoughby, 2013). However, there is no systematic curriculum or guidance on how to identify and support these competencies through esports training. This paper conducts a systematic review of literature from the learning sciences to provide a systematic rubric of competencies and instructional approaches to support them through esports training. The competencies that may be supported through esports are mapped along the game design principles as categorized along Mechanics, Dynamics, and Aesthetics (MDA) framework. Current training programs were analyzed to identify training approaches that can support these competencies across different contexts. There is a wide range of cognitive, self-regulation, social, academic, and career competencies that were found to be supported through video games. However, the development of such competencies depend on the availability of the learning opportunities and appropriate support provided to engage these opportunities, thus requiring a systematic framework for esports training. The training approaches that can be implemented to support diverse competencies from esports training, whether amateur or professional, are varied in modality, style, and structure. The goal of this study is to inform the esports industry more largely, as well as the trainers, researchers, and designers with systematic and research-informed approaches to support future esports athletes, both professional and amateurs. Learning from the traditional field of athletic training, esports training should take more systematic approaches to design training curriculum and programs, as well as preparing the trainers.","PeriodicalId":190710,"journal":{"name":"Simulation & Gaming","volume":"43 2","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-12-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139005636","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Racing Towards Excellence: Lessons From the Formula One Benefiting Healthcare Professionals","authors":"M. Schijven, T. Kikkawa","doi":"10.1177/10468781231200764","DOIUrl":"https://doi.org/10.1177/10468781231200764","url":null,"abstract":"","PeriodicalId":190710,"journal":{"name":"Simulation & Gaming","volume":"24 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125145558","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Benevolent Transgressive Play in Dungeons & Dragons [D&D]","authors":"Premeet Sidhu, M. Carter","doi":"10.1177/10468781231199824","DOIUrl":"https://doi.org/10.1177/10468781231199824","url":null,"abstract":"Research into transgressive play experiences in games has grown in recent years. In this article, we explore the potential for transgressive play to be constructive in multiplayer settings—something we conceptualize as “benevolent transgression.” This article describes the presence and appeal of benevolent transgressive play experiences in the tabletop role-playing game Dungeons & Dragons [D&D]. In 2021, amid the COVID-19 pandemic, we conducted focus group discussions (3 groups, 14 participants, aged 24–55) and an online survey (354 participants, aged 18–63) with current D&D players to better understand what play experiences were meaningful and appealing for them—in consideration of the game’s contemporary resurgence. Our qualitative analysis focuses on participant responses that described the presence and appeal of transgressive play that knowingly challenges player boundaries or game boundaries, what we term benevolent transgression. We propose two key factors that we believe enable it—1) player agency and 2) collaborative negotiation—and briefly discuss benevolent transgression in consideration of game-based learning [GBL].","PeriodicalId":190710,"journal":{"name":"Simulation & Gaming","volume":"48 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-08-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122152040","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Quality of Evidence and Pedagogical Strategy in Using Gamification in Medical Education Literature: A Systematic Review","authors":"A. Salehi, Hossein Ali Mohammadi, E. Jenabi, E. Khanlarzadeh, Koosha Ashtari","doi":"10.1177/10468781231195903","DOIUrl":"https://doi.org/10.1177/10468781231195903","url":null,"abstract":"Gamification is the use of game principles in non-game settings such as medical education. Effective evidence for using gamification in medical education needs well-designed studies that describe outcomes related to interventions. The study objective was to systematically review the study designs describing gamification interventions in medical education focusing on their characteristics and medical students’ learning. We systematically searched the databases, including Google Scholar, PubMed, Scopus, and Web of Science until 2021. Articles were appraised using the Medical Education Research Quality Instrument (MERSQI). The search result included 423 articles, of which 53 articles had inclusion criteria. Of these, 23 articles were classified in the non-electronic games group and 30 studies in the electronic games group. The quality of evidence in both groups was assessed using the MERSQI average checklist. In total, 90% of studies reported the effectiveness of game intervention in one of the 4 levels of the Kirkpatrick pyramid. The predominant pedagogical approach in both groups was the cognitive approach. The psychomotor approach and the affective approach were more prominent in the electronic and non-electronic games groups, respectively. This study shows that gamification training techniques improve the performance of medical students in most cases.","PeriodicalId":190710,"journal":{"name":"Simulation & Gaming","volume":"5 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-08-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126577415","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Understanding the Role of Sport Values on Social Capital and Word-of-Mouth on the Internet: A Case Study of Esports Games","authors":"T. Ribeiro, André Calapez, V. Almeida, Hirotaka Matsuoka","doi":"10.1177/10468781231197175","DOIUrl":"https://doi.org/10.1177/10468781231197175","url":null,"abstract":"Due to the social nature of esports (i.e., organized video game competitions), recognizing common values and norms can be leveraged as a positive driver in online gaming communities. Different game categories such as sports simulation (i.e., esports based on real-life sport events) are driving their expansion through social interactions that foster new relationships among players, known as social capital (i.e., value created from social connections, relationships, and networks within the gaming community). Despite recent studies showing the social role of esports (e.g., on satisfaction, loyalty, or well-being), little empirically derived insight exists regarding its sport values, social capital formation and positive word-of-mouth in different gamer communities on the Internet. This study aims to achieve two objectives: (a) to examine how sports values (excellence, friendship and respect) influence the in-game social capital formation (bridging and bonding) and word-of-mouth intention by the esports players; and (b) to determine whether differences occur according to sports simulation and non-simulation games. Data were collected among esports players (n = 509), and the results were analyzed using structural equation modeling to test hypothesized relationships between the constructs and multigroup analysis to verify if the path coefficients differ among both game groups. Friendship value was the strongest predictor of bonding and bridging capital formation in both groups. The excellence value showed a positive effect on strong social ties created towards non-simulation games, while playing well or reaching high in-game performance did not contribute to creating bonding capital in sports simulation games. Both bonding and bridging capital were strong predictors of behavioral intentions. Social implications focus on cultivating the sportive values and enhancing social ties on player community as a way to share good experiences or to talk positively about the game. Esports industry should consider the well-established and mediating construct of social capital, strengthening in-game bonding, and bridging relations as a broader theoretical basis.","PeriodicalId":190710,"journal":{"name":"Simulation & Gaming","volume":"8 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-08-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"117319069","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"The Role of Reflection in Learning with Simulation Games – A Multi-Method Quasi Experimental Research","authors":"Tobias Alf, Marieke de Wijse, Friedrich Trautwein","doi":"10.1177/10468781231194896","DOIUrl":"https://doi.org/10.1177/10468781231194896","url":null,"abstract":"The role of reflection in experience-based learning is discussed widely. This paper researches the effects of a reflection assignment as part of debriefing with qualitative and quantitative methodology in five simulation game-based seminars. The intervention (reflection assignment) used in this study consists of three reflective questions that are discussed in groups. We aim to find out the effects of adding this intervention to the regular in-between-debriefings (three times during the whole seminar). The methodological setup is quasi-experimental and so, consisted of a test group and a control group. Two different types of simulation games were used, one a general management game and the other a change management game. Data used in this study is gathered from three different sources: First, we used in-game-performance data from both games. Second, we used two types of questionnaires to evaluate game experience and self-reported learning (MEEGA+ and ZMS inventory). Third, the reflection notes from the treatment-teams were used for qualitative analysis. In several dimensions (game-success, game-experience and self-reported learning) significant differences were found between treatment and non-treatment students. Qualitative data show a deep level of reflection for treatment teams differentiating for the two simulation games evaluated. Supported by the qualitative reflection data we assume that the better results for treatment-students are routed in the repetitive reflection. The permanent circular reflection helps treatment students to understand the games better and gain deeper insights.","PeriodicalId":190710,"journal":{"name":"Simulation & Gaming","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-08-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129196728","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}