SIMULATION & GAMING最新文献

{"title":"What Does A Game Need to Become A Classic?","authors":"M. Schijven, T. Kikkawa","doi":"10.1177/10468781231178406","DOIUrl":"https://doi.org/10.1177/10468781231178406","url":null,"abstract":"","PeriodicalId":47521,"journal":{"name":"SIMULATION & GAMING","volume":"54 1","pages":"399 - 401"},"PeriodicalIF":2.0,"publicationDate":"2023-05-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47860505","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":"Maximising Undergraduate Medical Radiation Students’ Learning Experiences Using Cloud-Based Computed Tomography (CT) Software","authors":"M. Chau, Elio Stefan Arruzza","doi":"10.1177/10468781231178491","DOIUrl":"https://doi.org/10.1177/10468781231178491","url":null,"abstract":"Background Simulation-based learning is a crucial educational tool for disciplines involving work-integrated learning and clinical practice. Though its uptake is becoming increasingly common in a range of fields, this uptake is less profound in diagnostic radiography and computed tomography. Aim This study explored whether CT simulator software may be a viable option to facilitate the development of practical clinical skills in an effective, safe and supported environment. Methods A cross-sectional mixed methods design was employed. Students in their third year of study undertook formal simulation CT learning using the Siemens SmartSimulator, prior to a six-week off-campus clinical experience. A pre- (n = 42, response rate = 39%) and post-clinical placement Likert scale survey was completed (n = 21, retention rate = 50%), as well as focus group interviews to gather qualitative data (n = 21). Thematic analysis was employed to explore how the simulator developed students’ knowledge of CT concepts and preparedness for clinical placement. Results Survey scores were high, particularly in terms of satisfaction and relevancy. Focus groups drew attention to the software’s capacity to build on foundational principles, prepare students for placement and closely emulate the clinical environment. Students highlighted the need for continual guidance and clinical relevance and maintained that interactive simulation was inferior to real-world clinical placement. Conclusion The integration of CT simulator software has the potential to increase knowledge, confidence, and student preparation for the clinical environment.","PeriodicalId":47521,"journal":{"name":"SIMULATION & GAMING","volume":"54 1","pages":"447 - 460"},"PeriodicalIF":2.0,"publicationDate":"2023-05-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49553791","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":"About Gamifying an Emotional Learning Companion to Teach Programming to Primary Education Students","authors":"J. M. Ocaña, E. Morales-Urrutia, D. Pérez-Marín, C. Pizarro","doi":"10.1177/10468781231175013","DOIUrl":"https://doi.org/10.1177/10468781231175013","url":null,"abstract":"Background Gamification is a promising field of research that can benefit education. In particular, it can benefit teaching programming to children. Emotional Learning Companions (ELCs) are interactive systems that dialogue with the students as well as provide them with emotional support. Intervention The design of ELCs was extended with gamification to teach programming to Primary Education children. Riddles, levels, badges, and a leader board with trophies among other traditional gamification elements were incorporated into the learning companion, as well as game mechanics, aesthetics and connection with the players (students) to increase their learning, motivation and satisfaction levels. Methods A pre-post test single group experimental research design was followed to test the proposal. In total, 137 students aged between 10 and 12 years used the gamified learning companion during an academic year in Ecuador. Results The results showed a significant increase in students’ learning scores as well as satisfaction and motivation levels above 90%. Conclusion Therefore, the conclusion is that gamifying ELCs to teach programming in Primary Education can improve students’ learning scores, satisfaction, and motivation levels.","PeriodicalId":47521,"journal":{"name":"SIMULATION & GAMING","volume":"54 1","pages":"402 - 426"},"PeriodicalIF":2.0,"publicationDate":"2023-05-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46921791","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 Hard Is It Really? Assessing Game-Task Difficulty Through Real-Time Measures of Performance and Cognitive Load","authors":"Andrew J. A. Seyderhelm, K. Blackmore","doi":"10.1177/10468781231169910","DOIUrl":"https://doi.org/10.1177/10468781231169910","url":null,"abstract":"Background Serious and entertainment game designers strive to create engaging, immersive, and often, challenging games. This task involves modifying game mechanics or environments to create experiences with differing levels of challenge to meet player skill. The balance between different game mechanics or environments, and the differing levels of challenge they pose, is typically understood through iterative testing. Balance and challenge becomes increasingly important in serious games and simulation training as these games commonly need to be engaging and impart learning content. Overburdening players’ cognitive capacity with either too much gameplay challenge or learning content may reduce the educational effectiveness of the game. Aim. In this research, we develop a game-based driving simulation with different gameplay tasks to explore the impact of different types of challenges and game aesthetics on real-time cognitive load and task performance, which may inform serious game design. We also test the validity of a game-embedded real-time cognitive load measuring method. Method A total of 31 participants undertook the driving simulation experiment under three different aesthetic conditions using a within-subject experimental design. Cognitive load was measured using three different methods, and performance was measured via in-game metrics. Additionally, demographic and engagement surveys were also completed. Results Player performance and cognitive load respond differently to different types of challenge, and an appropriate level of game challenge can lower cognitive load. The embedded cognitive load measure was validated as an effective method for evaluating real-time cognitive load during gameplay. Conclusion The results demonstrate the validity of a dual measure approach for future adaptive serious games and simulation training environments combining performance and cognitive load. An easy to implement, and robust, in-game measure for cognitive load has been validated in real-world conditions. From these results, a system for dynamic difficulty adjustment is proposed tailored towards serious games and simulation.","PeriodicalId":47521,"journal":{"name":"SIMULATION & GAMING","volume":"54 1","pages":"294 - 321"},"PeriodicalIF":2.0,"publicationDate":"2023-04-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42504696","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":"Players Perception of the Chemistry in the Video Game No Man’s Sky","authors":"Diogo Santos, Nelson Zagalo, Carla Morais","doi":"10.1177/10468781231169301","DOIUrl":"https://doi.org/10.1177/10468781231169301","url":null,"abstract":"Background No Man’s Sky (NMS) is a sci-fi videogame about survival and exploration where players fly spaceships, search for elements, and use them to build, trade, and survive. Despite evolving around scientific concepts, NMS isn’t a serious game, and not all the scientific content in the game is presented with evidence. Theory and Method Looking at the interceptions between videogames and science, and moving to how science communication, both in theory and practice, can be explored within the videogame’s paradigm, a survey was developed to better understand how NMS players perceive the scientific content in the game. Aims Are players aware of the scientific content and how it is presented in NMS? Can they decipher it, question it and understand it under real-world rules? With the data collected from 124 respondents from 23 countries, we aim to better understand how an entertainment videogame can potentially help scientists, educators, and science communicators reach a growing, evolving, vibrant, diverse, and demanding audience. Results Players seem aware of the scientific content in NMS, with a positive attitude through it. But players showed problems identifying what is right and wrong, while also pointing to the idea that every videogame that deals with science should strive to treat it with evidence. 57% of the respondents answered that NMS motivated them to know more about chemistry, with more than 35% revealing that they learned something new and understood the role of some scientific fundaments in certain real-world situations like new energy sources, biomes, or the role of carbon and oxygen. Discussion and Conclusion With the growth of the videogames’ audience, educators, science communicators, scientists, and policymakers can find in the medium – in any shape or form – a fun and interactive ally to engage with younger audiences and promote dialogues that can be transformative around scientific topics.","PeriodicalId":47521,"journal":{"name":"SIMULATION & GAMING","volume":"70 45","pages":"375 - 394"},"PeriodicalIF":2.0,"publicationDate":"2023-04-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41285384","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":"Digital Games as Media for Teaching and Learning: A Template for Critical Evaluation","authors":"H. Pötzsch, Therese Holt Hansen, E. Hammar","doi":"10.1177/10468781231166213","DOIUrl":"https://doi.org/10.1177/10468781231166213","url":null,"abstract":"Background Videogames can be useful tools for teaching and learning. To plan educational uses, potential benefits and possible problematic aspects of specific titles need to be critically assessed by teachers and school leaders prior to implementation. Theory and Method Based on game ontological models, we identify salient areas of inquiry in games research and use these to structure a template for evaluation. This way we operationalize foundational games research and put key insights to practical use in the planning and preparation of videogame-based teaching sessions. Aims We develop a template for the evaluation of videogames as tools for and objects of teaching and learning to facilitate critical uses of these technologies in schools and other educational settings. Results We present a template for critical evaluation to facilitate the use of videogames for educational endeavors. The template distinguishes between videogames as tools for and objects of teaching and learning and is structured along the game ontological dimensions of 1) sign system, 2) rules and mechanics, 3) materiality and 4) players, and includes aspects of both representation and simulation. This way, we disentangle a complex phenomenon and make its components amendable for critical analysis and constructive intervention. Discussion and Conclusion We offer illustrating examples for how the template can be used to assess the usability of specific titles in education and discuss advantages and disadvantages. Finally, we suggest steps for implementation and further improvement.","PeriodicalId":47521,"journal":{"name":"SIMULATION & GAMING","volume":"54 1","pages":"348 - 374"},"PeriodicalIF":2.0,"publicationDate":"2023-03-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47245413","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":"An Examination of Memory Performance in a Fearful Virtual Reality Gaming Context","authors":"L. Lo, C. L. Ip","doi":"10.1177/10468781231166249","DOIUrl":"https://doi.org/10.1177/10468781231166249","url":null,"abstract":"Background The emotion of fear bears a survival significance enabling animals to be highly vigilant in contexts of uncertainty. Expectedly, not all information available in the environment can be processed. Given that a major goal is to get rid of the source of fear in a fearful situation, the current study therefore hypothesized that information relating to the fear source would be better attended to and recalled than contextual information, which was validated by comparing participants’ recall of different types of information presented in a fearful VR gaming context. Methodology Fifty-four participants were divided into two groups and finished a specific segment of a VR game with different fear levels. Results No significant difference in recall performance on the questions about the appearance of the fear source and the questions about the interaction with the source was observed between the fear and less-fear groups. Yet, contextual information was better recalled than information related to the fear source in both groups. Regardless of whether the contextual information was provided beforehand or not, participants still tended to focus primarily on the environment in the gameplay. Also, the immersiveness of the gameplay was positively related to participants’ fear level. Discussion The tendency of attending to contextual information was speculated to be unconditional, in line with the risk calculation observed in prey when situated in less familiar contexts. It was suggested to further validate the present primarily findings by adopting VR headset with eye-tracking function in future studies. Lastly, an understanding of fear’s effect on memorization might also provide some information for developing future survival horror games.","PeriodicalId":47521,"journal":{"name":"SIMULATION & GAMING","volume":"54 1","pages":"276 - 293"},"PeriodicalIF":2.0,"publicationDate":"2023-03-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42699479","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":"Evaluation of a Postpartum Hemorrhage Escape Room: A Multisite Study","authors":"Tamara Holland, J. Kuhnly, Michele M. Mckelvey, Jean Prast, Laurie Walter","doi":"10.1177/10468781231166016","DOIUrl":"https://doi.org/10.1177/10468781231166016","url":null,"abstract":"Background The purpose of this study was to evaluate a teaching strategy that engaged baccalaureate maternity nursing students at two universities in a postpartum hemorrhage escape room. The study examined students’ attainment of knowledge, as well as teamwork, collaboration, communication, and safety. Method A mixed method study was conducted with 85 junior-level and senior-level maternity students at two universities in the Northeastern region of the United States. Participants completed a survey and attended one of 20 focus groups after completion of a healthcare simulation escape room on postpartum hemorrhage. Results Participants (95.2%) reported that the escape room helped with knowledge and skill acquisition. All of the participants reported that it was an effective team building strategy and 97.6% said it fostered communication, learning, and the ability to provide safe patient care. Participants unanimously reported that the escape room was enjoyable, an effective strategy for team building, and they would recommend it to others. Qualitative findings showed six major themes: It was Fun!, No I in Team, Escaping to Learn: Building Knowledge and Confidence, Pressure Cooker, Big Picture, and Lessons Learned. Conclusion Healthcare simulation escape rooms are an effective teaching strategy and can be used by nursing faculty to foster knowledge, teamwork, collaboration, communication and safety. Participant feedback showed high satisfaction and they felt the escape room provided a valuable learning experience.","PeriodicalId":47521,"journal":{"name":"SIMULATION & GAMING","volume":"54 1","pages":"252 - 275"},"PeriodicalIF":2.0,"publicationDate":"2023-03-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44352372","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":"On the Shoulder of the Giants for Creating a Better Future","authors":"M. Schijven, T. Kikkawa","doi":"10.1177/10468781231166046","DOIUrl":"https://doi.org/10.1177/10468781231166046","url":null,"abstract":"Dear readers of Simulation and Gaming, Considering the rich heritage of the S&G journal, our current research is much influenced by the work and legacy of our ancestors, whether consciously -or not. Reading the biographies section of our great scholars, one may trace back history and learn how the field of serious play in literature became an established area of research. When reading again, one may notice some of our ancestors referring to the board game “Diplomacy “as the first game to enter the field of serious play. This game is about negotiation and betrayal among players as representatives of countries, with in the end, only one player (country) could win. Considering the fact that it was a popular game at the time, just after WW2, this might imply that players then had a rather pessimistic worldview, i.e., one should better learn tactical negotiation and how to deal with betrayal -in order to futureproof their chances. The idea of changing the world and to make a better future using simulation/gaming was, at that time, not in their gaming portfolio. In comparison with more classic research topics found in literature, research on (digital) games and simulations is relatively new. Jane McGonigal’s legendary book “Reality is broken” (2011) is now already a classic, only a decade after its date of the publication. As we pointed out in our editorial of the December issue in 2022, Jane showed us a promising future when we are able to learn and benefit from using games. Indeed, from her perspective, games can change the world for the better. So, be its purpose or development for better or worse, the idea and motivation behind researching","PeriodicalId":47521,"journal":{"name":"SIMULATION & GAMING","volume":"54 1","pages":"239 - 240"},"PeriodicalIF":2.0,"publicationDate":"2023-03-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47734182","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 Cognitive Skills in Interpretation of Spatial Situations in the League of Legends game","authors":"Tymoteusz Horbiński, Krzysztof Zagata","doi":"10.1177/10468781231165616","DOIUrl":"https://doi.org/10.1177/10468781231165616","url":null,"abstract":"Background League of Legends is one of the most popular video games in the world. With the help of the new initiatives of the developers and publishers (Riot Games), professional international and local tournaments were established. Riot Games also took care of establishing regional leagues, such as LCK (League of Legends Champions Korea) or LEC (League of Legends European Championship). The best teams from each region have an annual chance to compete in October / November to become the esports world champions in LoL. Watching the tournaments such as world champions, as well as amateur streams on popular platforms (Twitch, YouTube) is now trending more and more. The fact that the game (especially spatial situations) can be observed by both experts (players of this game) and non-experts (players of other games or non-players at all) creates a field for scientific research. Intervention The authors of this article wanted to establish whether or not the League of Legends game offers gamers with different levels of knowledge of the entire game and different range of cognitive skills the same interpretation of spatial situations. Methods The research was carried out in the form of a questionnaire (offline), in which respondents were supposed to watch five short videos presenting different situations during the game. Eighty-two respondents, divided into three groups, participated in the research. The Pearson chi-square test was used for the analysis of the differences between groups. Results and Discussion As a consequence of the results of this study it may be concluded that gamers on different advancement level do not present the same level of interpretation of spatial situations in the game. The authors, using the scheme of knowledge of the point, lane, and area in the construction of video questionnaire did not focus on the game as a whole, but wanted to highlight crucial elements of the entire game.","PeriodicalId":47521,"journal":{"name":"SIMULATION & GAMING","volume":"54 1","pages":"322 - 347"},"PeriodicalIF":2.0,"publicationDate":"2023-03-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41809716","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}