SIMULATION & GAMING最新文献

{"title":"Association between Clinical Simulation Design Features and Novice Healthcare Professionals’ Cognitive Load: A Systematic Review and Meta-Analysis","authors":"Alexandra Lapierre, C. Arbour, Marc-André Maheu-Cadotte, Billy Vinette, G. Fontaine, Patrick Lavoie","doi":"10.1177/10468781221120599","DOIUrl":"https://doi.org/10.1177/10468781221120599","url":null,"abstract":"Background Clinical simulations are complex educational interventions characterized by several design features, which have the potential to influence cognitive load, that is, the mental effort required to assimilate new information and learn. This systematic review and meta-analysis explored the associations between simulation design features and cognitive load in novice healthcare professionals. Methods Based on the Joanna Briggs Institute methodology, a search was performed in five databases for quantitative studies in which the cognitive load of novice healthcare professionals was measured during or after a simulation activity. Each clinical simulation was coded to describe its design features. Univariate and multivariate mixed model analyses were performed to explore the associations between simulation design features and cognitive load. Results From 962 unique records, 45 studies were included and 27 provided enough data on subjective cognitive load (i.e., Paas Scale and NASA-Task Load Index scores) to be meta-analyzed. In the multivariate analysis for the NASA-Task Load Index scores, each repetition of a simulation using the same scenario resulted in a linear decrease in cognitive load. In contrast, technology-based instruction before or during a simulation activity was associated with higher cognitive load. In the univariate analyses, other features such as feedback and instructor presence were also statistically associated with cognitive load. Regarding the univariate analyses of the Paas Scale scores, simulator type, briefing, debriefing, and repetitive practice were statistically associated with cognitive load. Conclusion This is the first meta-analysis exploring the relationship between clinical simulation design features and novice healthcare professionals’ cognitive load. Although the findings show that several design features can potentially increase or decrease cognitive load, several gaps and inconsistencies in the current literature make it difficult to appreciate how such reciprocity influences novice healthcare professionals’ learning. These limitations are discussed and avenues for educators and further research are suggested.","PeriodicalId":47521,"journal":{"name":"SIMULATION & GAMING","volume":"53 1","pages":"538 - 563"},"PeriodicalIF":2.0,"publicationDate":"2022-08-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49549303","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":"Roles of Serious Game in Diabetes Patient Education","authors":"Chen Ling, Shriram Seetharaman, L. Mirza","doi":"10.1177/10468781221120686","DOIUrl":"https://doi.org/10.1177/10468781221120686","url":null,"abstract":"Background Diabetes affects many people across the world. Diabetes education plays a critical role in helping people with diabetes to perform diabetes self-management at home. Intervention We explored whether serious games can be used as a supplementary tool for diabetes education. Two online video games- the “Diabetic Dog” game and “Carb Counting with Lenny the Lion” game, were used for the study. Methods Fourteen patients with Type II diabetes were recruited from the Norman Diabetes Center by personal invitations. After initial training, the patients played the games a minimum of four times per week during the two-week study duration. Pre- and post-assessments of patients' diabetes knowledge and self-efficacy in diabetes self-management behaviors were performed using questionnaires, and an interview was conducted at the end to gauge the effectiveness of the game intervention. Results The results from the questionnaires show a general trend of improvement in patient diabetes knowledge and self-efficacy in diabetes self-management. A general trend of improvements in patients’ self-efficacy in controlling blood sugar level, handling abnormal blood sugar levels, taking insulin, and complying with a diabetes diet was observed. The interview results showed that the patients reinforced their diabetes knowledge and became more aware of their own lifestyles by playing diabetes educational games. They perceived the games as fun and easy to play. They also provided suggestions for the game design for diabetes education. Conclusion The study showed that serious game intervention had good potential to be a useful supplement to clinic-based diabetes education in improving patient diabetes knowledge and increasing patient self-efficacy in diabetes self-management behavior.","PeriodicalId":47521,"journal":{"name":"SIMULATION & GAMING","volume":"53 1","pages":"513 - 537"},"PeriodicalIF":2.0,"publicationDate":"2022-08-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47381385","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":"“What if We Explore…” Promoting Engaged Learning and Collaboration with MOUNTAIN RESCUE","authors":"Denise M. Bressler, M. S. Tutwiler, Amanda Siebert-Evenstone, Leonard A. Annetta, Jason A. Chen","doi":"10.1177/10468781221120690","DOIUrl":"https://doi.org/10.1177/10468781221120690","url":null,"abstract":"Background According to the Committee on STEM Education, K-12 science students need access to learning experiences that promote collaboration and engagement. To fill that void, we need to develop activities that stimulate engaged learning and scaffold effective collaboration. K-12 teacher candidates see value in utilizing games for this purpose. Specifically, tabletop science games can help teachers engage students in science learning and scaffold collaboration. Aim For this study, we designed a collaborative, STEM-themed card game called MOUNTAIN RESCUE and explored its capacity to promote engaged learning and collaboration. Method Four groups of STEM campers (n = 14) in a suburban Mid-Atlantic region played MOUNTAIN RESCUE. All groups had a mix of boys and girls. Play-testers ranged from 10–13 years old. The tabletop game took approximately 30-minutes. During gameplay, players embodied unique STEM roles: physicist, chemist, structural engineer, and electrical engineer. They collaborated to solve challenges related to electricity, physics, chemistry, and engineering design. Discourse was audio-recorded throughout gameplay. Immediately after gameplay, self-report survey data were collected to assess flow and perceptions of collaborative learning. Results Findings demonstrated that the game promoted engagement and collaboration. Specifically, students had a flow-like experience and felt positively about the game's value for collaborative learning. Utterances demonstrating active engagement and constructive thinking became more group-focused over time. Conclusion This study contributes to science education by demonstrating potential benefits of a well-designed, low-tech, science learning environment or—in other words—a tabletop game.","PeriodicalId":47521,"journal":{"name":"SIMULATION & GAMING","volume":"53 1","pages":"564 - 576"},"PeriodicalIF":2.0,"publicationDate":"2022-08-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46402127","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":"Legitimate Peripheral Participation by Novices in a Dungeons and Dragons Community","authors":"M. Giordano","doi":"10.1177/10468781221119829","DOIUrl":"https://doi.org/10.1177/10468781221119829","url":null,"abstract":"Introduction Dungeons & Dragons (D&D) is a cooperative tabletop roleplaying game in which players gather together to tell stories. Expert players have a wealth of experiences and game knowledge from which to draw upon while playing the game. Novices, on the other hand, have little experience to depend on when navigating the first few gaming sessions. Objectives The primary objective of this investigation was to describe how different novices become socialized to the D&D culture in this small community at the beginning of a new gaming campaign. Methods The present study is a cross-sectional qualitative participant observation of D&D novice socialization through the lens of communities of practice (CoP). Observation and interviews of two experts and five novice fifth edition D&D players revealed interactions and choices made by players related to the dissemination of cultural and practical knowledge and the fluidity of player and character identity within the scope of observed gameplay. Results The results showed that for some novices explicit in-game training was required to learn their role at the table, but socialization could come more quickly for novices who took extra steps to gain experience by engaging in the wider distributed and virtual community through online forums or viewing streamed actual-play D&D games. Three interaction types—player-to-player, player-to-dungeon master (DM), and character-to-character—for three distinct purposes—understanding game mechanics, describing scenes, and interacting in narrative—were observed. Additionally, the character choices regarding gender and in-game actions were explored. Conclusion The cooperative nature of D&D can afford novices explicit training from expert players at the table. However, as was observed during the game and confirmed in the interviews, socialization into this D&D gaming community also came from legitimate peripheral participation of the novices who engaged in the wider, virtual D&D community through online forums, actual-play streams and podcasts, and general knowledge of the fantasy genre.","PeriodicalId":47521,"journal":{"name":"SIMULATION & GAMING","volume":"53 1","pages":"446 - 469"},"PeriodicalIF":2.0,"publicationDate":"2022-08-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47527909","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 Association Between Multitasking and Multi-Patient Care Skills in a Simulated Patient Care Video Game Among Second Year Medical Students Based on Specialty Choice","authors":"Sridevi Korand, C. Fung, S. Cohen, T. Talbot, S. Fischer, Cindy Luu, Mariam Sargsyan, Eyal Ben-Isaac, Juan C Espinoza, T. Chang","doi":"10.1177/10468781221103460","DOIUrl":"https://doi.org/10.1177/10468781221103460","url":null,"abstract":"Background and Objective Healthcare providers require multitasking and multi-patient care skills, and training programs do not formally incorporate curricula specifically for multitasking skills to trainees. The medical education community is in equipoise on whether multitasking ability is a fixed trait. Furthermore, it is unclear whether multitasking ability affects those who gravitate toward careers that demand it, particularly among medical students deciding on a specialty. We sought to define the association between specialty choice, multitasking abilities and multi-patient care delivery among pre-clinical medical students. For this study, we examined both efficiency and accuracy metrics within multitasking and whether they were different between students choosing specialties. Methods This was a planned cross-sectional sub-study focused on 2nd year medical students (MS-IIs) within a parent study evaluating multi-patient care skills using a serious game (VitalSigns:EDTM) depicting a pediatric emergency department. Subjects completed a Multitasking Ability Test (MTAT) and five VitalSigns:ED gameplays. The predictor variable was specialty choice, categorized into multitasking and non-multitasking groups. Outcome variables measuring efficiency and diagnostic accuracy were obtained from the MTAT and the game. The primary analysis was a Mann–Whitney U test, and secondary analyses employed Spearman Rank correlations. Results Twelve students applied to multitasking specialties and 18 applied to others. Those in the multitasking specialties had faster MTAT completions than the other cohort (29.8 vs. 59.7 sec, 95%CI difference -0.9 to -39.8 sec). Differential diagnoses were higher in multitasking specialties in VitalSigns:ED (2.03 vs. 1.06, 95%CI difference +0.05 to +1.54) but efficiency metrics in the game did not differ. Conclusion Multitasking and multi-patient care performance show some association with preferred specialty choices for MS-IIs prior to clinical exposure.","PeriodicalId":47521,"journal":{"name":"SIMULATION & GAMING","volume":"53 1","pages":"335 - 352"},"PeriodicalIF":2.0,"publicationDate":"2022-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45512194","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":"Fight. Heal. Repeat: A Look at Rhetorical Devices in Grinding Game Mechanics","authors":"Sabrina A. Sgandurra","doi":"10.1177/10468781221106487","DOIUrl":"https://doi.org/10.1177/10468781221106487","url":null,"abstract":"Background Common definitions of rhetoric in games such as Bogost’s ‘procedural rhetoric’ have their basis in the Aristotelian definition of rhetoric, which concerns itself with discovering all means of persuasion in language. Purpose Gaming rhetoric has more to do with inducing action in players, and therefore falls more in line with Kenneth Burke’s definition of rhetoric. Grinding is a gaming mechanic that can be analysed using rhetorical devices if Burke’s definition of rhetoric is held at the core of this understanding. This article posits that games that employ a particular game mechanic, that of ‘grinding’, are relying on a specific rhetorical device in their design known as ploke, which then persuades the player to continue to do an action multiple times over, and therefore persuade players to form attitudes that align with the designer’s rhetorical goals. Analysis An analysis of ploke was applied to three specific games: Runescape (2001), Hades (2018) and Animal Crossing: New Horizons (2020). These games were chosen based on the ability to look at multiple genres as well as multiple different points in modern game development history. Ploke provided the ability to understand the method in which grinding communicates with players, enticing and incentivizing them to continue to complete actions repeatedly, whether for story progression or skill enhancement. The rhetorical power of ploke is found in its repetition, and since ploke describes the use of repetition in rhetorical contexts, thus grinding’s rhetorical power can be explained through this rhetorical phenomenon. Conclusion Ploke is just one rhetorical device, and grinding is just one game mechanic. There are several other game mechanics that can be analysed through rhetorical devices. This analysis allows researchers in interdisciplinary fields of games and linguistics, communication or humanities to explore how games communicate and influence player decisions.","PeriodicalId":47521,"journal":{"name":"SIMULATION & GAMING","volume":"53 1","pages":"388 - 399"},"PeriodicalIF":2.0,"publicationDate":"2022-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44884930","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":"One Winner for Games?","authors":"M. Schijven, T. Kikkawa","doi":"10.1177/10468781221115904","DOIUrl":"https://doi.org/10.1177/10468781221115904","url":null,"abstract":"","PeriodicalId":47521,"journal":{"name":"SIMULATION & GAMING","volume":"53 1","pages":"403 - 404"},"PeriodicalIF":2.0,"publicationDate":"2022-07-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43285885","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":"Improving Environmental Outcomes With Games: An Exploration of Behavioural and Technological Design and Evaluation Approaches","authors":"Kristy de Salas, Louise Ashbarry, Mikaela Seabourne, Ian J. Lewis, Lindsay Wells, Julian R. Dermoudy, E. Roehrer, Matthew Springer, J. Sauer, Jenn Scott","doi":"10.1177/10468781221114160","DOIUrl":"https://doi.org/10.1177/10468781221114160","url":null,"abstract":"Background To overcome the high failure rate of gameful interventions, we need to better understand their design and evaluation strategies to build an evidence-base for best-practice approaches that bring about meaningful change. This systematic review asks: ‘What behavioural and technological design and evaluation theories and approaches are applied in games developed to bring about positive environmental outcomes?’. Method We reviewed 52 papers published between 2015 and 2020 that used gameful interventions to improve behaviour related to environmental outcomes. These papers were analysed to review the behavioural and technical design, and the assessment and evaluation approaches, employed by the intervention designers. Results We found that these publications report on simple aspects of the behavioural and technical design behind the intervention but fail to justify their design choices in terms of theory and evidence. Furthermore, variability across their evaluation approaches and outcomes exists. Discussion This review highlights several systemic flaws in the literature that limit our understanding of gameful interventions in the pro-environmental context. First, based on this review, we cannot be convinced that these interventions were designed according to best practice for intervention design or for technology development. Second, the justification for proposing a gameful intervention is not always clear. Finally, it is unclear whether these interventions are being evaluated based on best practice. Thus, it is not clear that we can draw confident conclusions about evidence-based outcomes of short-term engagement (in structural gamification interventions) or long-term behaviour change (in content gamification and serious game interventions).","PeriodicalId":47521,"journal":{"name":"SIMULATION & GAMING","volume":"53 1","pages":"470 - 512"},"PeriodicalIF":2.0,"publicationDate":"2022-07-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47958164","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":"Same Gaming: An Exploration of Relationships Between Gender Traits, Sexual Orientation, Motivations, and Enjoyment of Playing Video Games","authors":"J. Kneer, Yubo Zhang, B. G. Żerebecki, Tim Wulf","doi":"10.1177/10468781221113030","DOIUrl":"https://doi.org/10.1177/10468781221113030","url":null,"abstract":"Introduction Existing research has focused on sex and gender to explain video games playing motivations and enjoyment. This study investigated gender traits and sexual orientation to further explain why people play games and what leads to gaming enjoyment. Methods Participants (N = 198) answered questions on gender traits (positive/negative feminity/masculinity), gaming motivations, enjoyment, sexual orientation (32.0% of the sample belonged to the lesbian, gay, and bisexual community, later LGB community), and demographics. Results Only certain gender traits are linked to specific gaming motivations. Negative masculinity increased competence and relatedness while negative femininity decreased autonomy. Similar results were found for sexual orientation. LGB people showed less competence and intuitive control motivations. Additionally, LGB people spent more time playing video games than non-LGB people. They reported playing puzzles more as well. No other differences were found for game genre selection. Discussion The lack of differences based on sexual orientation and gender traits shows that video games offer an environment for everybody and thus have the potential to bring people together.","PeriodicalId":47521,"journal":{"name":"SIMULATION & GAMING","volume":"53 1","pages":"423 - 445"},"PeriodicalIF":2.0,"publicationDate":"2022-07-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46215913","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 Effect of 2D and 3D Action Video Game Interventions on Executive Functions in Male Students","authors":"F. Hoseini, Masood Khodadadi, Alireza Khorambakht","doi":"10.1177/10468781221110577","DOIUrl":"https://doi.org/10.1177/10468781221110577","url":null,"abstract":"Background In recent years, interest in digital games has grown significantly and at the same time a range of games in 2D and 3D has been created. While 2D games cannot give depth to objects, 3D games creates spatial depth. The growth of the gaming industry has raised concerns among some psychologists. There is still much controversy about positive or negative effects of these games on cognitive performance. Executive functions are a set of cognitive abilities that play a decisive role in one’s purposeful behavior. The present study aims to investigate the effect of 2D and 3D video games on some of these functions—flexibility, inhibition, and continuous attention—in male students aged 18–26 years. Method Forty-five male students at Persian Gulf University participated in the study. They were matched based on intelligence score and experience of playing video games. The participants were divided into three groups of 15 (two experimental groups and one control group). Participants in the two experimental groups played 2D and 3D video games over 20 sessions. They completed the Wisconsin Card Sorting Test, continuous performance test, Stroop test, and Raven intelligence test. Results Data were analyzed via covariance and the results showed that playing 2D and 3D video games positively and significantly affects inhibition and playing 3D games has a significant positive effect on flexibility. Conclusion Based on our findings, we discuss the different effects of 2D and 3D video games, in line with the study’s theoretical framework, and give suggestions for future studies.","PeriodicalId":47521,"journal":{"name":"SIMULATION & GAMING","volume":"53 1","pages":"405 - 422"},"PeriodicalIF":2.0,"publicationDate":"2022-06-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43897433","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}