A Design Framework for Educational Exergames

Kiili, Kristian; Perttula, Arttu

doi:10.4018/978-1-4666-3950-8.ch008

Cited by 13 publications

(11 citation statements)

References 39 publications

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“…Most of these game elements can be categorized as achievement and progression-oriented game features, which form the most common category of game elements used in cognitive training. Interestingly, only around one-third (n=17/49, 35%) of the studies draw upon existing theories and principles for designing gamified interventions; specifically, SDT [ 12 , 13 ] (n=3/49, 6%), flow theory [ 50 ] (n=2/49, 4%), the framework by Kiili and Perttula [ 51 ] (n=2/49, 4%), operant conditioning (n=1/49, 2%), principles by Gee [ 52 ] (n=1/49, 2%), or a combination of several theories and principles (n=8/49, 16%).…”

Section: Resultsmentioning

confidence: 99%

“…With regard to theories of motivation, only around one-third of studies (n=17/49, 35%) in our systematic review mentioned using theoretical foundations to guide the development of their interventions. SDT [ 12 , 13 ], flow theory [ 50 ], and the framework by Kiili and Perttula [ 51 ] were among the most prominent choices of frameworks (n=7/49, 14%) used in gamified cognitive training. Of note, several studies (n=8/49, 16%) drew upon multiple theories and principles to design their training tasks.…”

Section: Discussionmentioning

confidence: 99%

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The Effects of Gamification on Computerized Cognitive Training: Systematic Review and Meta-Analysis

Vermeir¹,

White²,

Johnson³

et al. 2020

JMIR Serious Games

105

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Background There has been a growing interest in the application of gamification (ie, the use of game elements) to computerized cognitive training. The introduction of targeted gamification features to such tasks may increase motivation and engagement as well as improve intervention effects. However, it is possible that game elements can also have adverse effects on cognitive training (eg, be a distraction), which can outweigh their potential motivational benefits. So far, little is known about the effectiveness of such applications. Objective This study aims to conduct a systematic review and meta-analysis to investigate the effect of gamification on process outcomes (eg, motivation) and on changes in the training domain (eg, cognition), as well as to explore the role of potential moderators. Methods We searched PsycINFO, Cumulative Index to Nursing and Allied Health Literature, ProQuest Psychology, Web of Science, Scopus, PubMed, Science Direct, Excerpta Medica dataBASE, Institute of Electrical and Electronics Engineers Xplore, Association for Computing Machinery, and a range of gray-area literature databases. The searches included papers published between 2008 and 2018. Meta-analyses were performed using a random-effects model. Results The systematic review identified 49 studies, of which 9 randomized controlled trials were included in the meta-analysis. The results of the review indicated that research in this context is still developing and lacks well-controlled empirical studies. Gamification in cognitive training is applied to a large range of age groups and audiences and is mostly delivered at a research site through computers. Rewards and feedback continue to dominate the gamification landscape, whereas social-oriented features (eg, competition) are underused. The meta-analyses showed that gamified training tasks were more motivating/engaging (Hedges g=0.72) and more demanding/difficult (Hedges g=–0.52) than non- or less-gamified tasks, whereas no effects on the training domain were found. Furthermore, no variables moderated the impact of gamified training tasks. However, meta-analytic findings were limited due to a small number of studies. Conclusions Overall, this review provides an overview of the existing research in the domain and provides evidence for the effectiveness of gamification in improving motivation/engagement in the context of cognitive training. We discuss the shortcomings in the current literature and provide recommendations for future research.

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Section: Resultsmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

The Effects of Gamification on Computerized Cognitive Training: Systematic Review and Meta-Analysis

Vermeir¹,

White²,

Johnson³

et al. 2020

JMIR Serious Games

105

View full text Add to dashboard Cite

show abstract

“…Furthermore, as a part of the design of the intervention tasks, we tried to identify the possible risks that a technological implementation involving physically activating aspects can generate. In the risk analysis, we applied a design framework for educational exergames (Kiili & Perttula, ). Educational exergames combine gameplay elements from educational games (cognitively challenging games) and exergames (physically challenging games), which align closely with the goals of the present study.…”

Section: Introductionmentioning

confidence: 99%

Moving mathematics out of the classroom: Using mobile technology to enhance spontaneous focusing on quantitative relations

McMullen¹,

Hannula-Sormunen²,

Kainulainen³

et al. 2017

Brit J Educational Tech

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Spontaneous focusing on quantitative relations (SFOR) has been shown to be a strong predictor of rational number conceptual development in late primary school. The present study outlines an intervention program that examines the possibilities to enhance late primary school students' SFOR tendency. The intervention program harnessed mobile technology in order to allow students to explore and identify quantitative relations in their everyday environment, including situations outside of the classroom. A total of 38 thirteen‐year‐olds from two classrooms participated in the seven‐week long quasi‐experimental study. One classroom spent five lessons over five weeks participating in activities which involved uncovering, defining and describing multiplicative relations in their everyday surroundings. In comparison to a business‐as‐usual control group, results show the intervention to be successful in enhancing SFOR tendency. These results suggest that it is possible to utilize mobile technologies to enhance students' awareness of the possibilities to use quantitative relations as explicit targets of focusing and reasoning in nonexplicitly mathematical situations.

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“…Games are designed to generate a positive effect in players and are most successful and engaging when they facilitate the flow experience [18,20,26,27]. Csikszentmihalyi [9] introduced the flow state through the study of people involved in activities such as rock climbing, playing music, chess and dancing.…”

mentioning

confidence: 99%

“…The dual flow model forms the foundation for this consideration [24] and provides the theoretical basis on which to optimise the engagement and effectiveness of exergames. Recently, Kiili and Perttula [26] argued that the team-based gameplay facilitates flow attainment in exergames, and they added a team flow aspect into the dual flow model (Fig. 1).…”

mentioning

confidence: 99%

Mobile Activation Games for Rehabilitation and Recreational Activities

Koivisto¹,

Merilampi²,

Kiili³

et al. 2013

PHF

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Abstract-Social isolation and lack of exercise have become serious problems that people face in assisted living conditions. One of the reasons is a lack of resources -funds and professional staff. In this paper, a new recreation and self-rehabilitation tool -a mobile exergame -is developed to provide a partial solution to the problem. Mobile exergames are played with a mobile phone by body movements, thus providing both physical and mental exercise. The games were tested with groups of older adults and people with intellectual disabilities, and tailored for these particular user groups. The gaming situations were followed by the researchers and members of the professional staff. After the gaming events, the test groups and the members of the professional staff concerned were interviewed in order to obtain background information on the participants and their experiences with the games.Both user groups responded well to the games. The results of the test event for persons with learning disabilities imply that the game events provided a new recreation session: a social event with light exercise and cognitive stimuli. Likewise, the older adults' overall experiences of mobile phone controlled gaming appeared to be a successful experiment, offering a potential tool for selfmotivated rehabilitation and recreation. However, further development of the exergame concept will require dedicated collaboration with game designers, health care professionals and the user groups.

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A Design Framework for Educational Exergames

Cited by 13 publications

References 39 publications

The Effects of Gamification on Computerized Cognitive Training: Systematic Review and Meta-Analysis

The Effects of Gamification on Computerized Cognitive Training: Systematic Review and Meta-Analysis

Moving mathematics out of the classroom: Using mobile technology to enhance spontaneous focusing on quantitative relations

Mobile Activation Games for Rehabilitation and Recreational Activities

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