Design of a Serious Game to Inform the Public About the Critical Zone

Sajjadi, Pejman; Bagher, Mahda M.; Cui, Zheng; Myrick, Jessica Gall; Swim, Janet K.; White, Timothy S.; Klippel, Alexander

doi:10.1109/segah49190.2020.9201697

Cited by 6 publications

(4 citation statements)

References 28 publications

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“…We already mentioned performance and self-efficacy above. Additionally we find studies that focus on media effects such as awe or novelty (Chirico et al, 2018), or develop sophisticated measures such as ripple effects (Sajjadi et al, 2020). The bottom line is that the relative youth of embodiment enabled through technology so far has not allowed for establishing deep theoretical foundations, despite several decades of research.…”

Section: Does Embodiment Through Immersion Really Help?mentioning

confidence: 99%

Embodied Digital Twins for Environmental Applications

Klippel

Sajjadi

Zhao

et al. 2021

ISPRS Ann. Photogramm. Remote Sens. Spatial Inf. Sci.

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Abstract. The synergies of advances in environmental sensing and modeling and the mainstreaming of immersive technologies lay the foundation for a theoretical grounding of embodied digital twins. Embodied digital twins draw on an established understanding of the importance of place for environmental sciences as well as a paradigmatic shift in the cognitive sciences toward embodied cognition. Nonetheless, the excitement of realizing embodied experiences through immersive technologies such as augmented and virtual reality stands in stark contrast to a lack of consistent terminology and empirical research. In this vision paper, we are proposing to draw more deeply on the theoretical basis of embodied cognition and to establish research frameworks for advancing embodied digital twins. We discuss several examples for turning environmentally sensed and modeled information into high-fidelity immersive experiences and provide a discussion and outlook on critical topics to address.

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Section: Does Embodiment Through Immersion Really Help?mentioning

confidence: 99%

Embodied Digital Twins for Environmental Applications

Klippel

Sajjadi

Zhao

et al. 2021

ISPRS Ann. Photogramm. Remote Sens. Spatial Inf. Sci.

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“…The research studies based on applying questionnaire tool revealed that immersive learning environments is positively perceived by the students in terms of improving their performances, motivation for learning and doing any kind of academic tasks, and academic engagement [36]. Evaluative study [37] and field observation Nordin et al [38] study on immersive learning environments revealed subjective satisfaction, learning engagement, usability, flexibility in learning, interactive etc. as the benefits of ILEs in educational setting.…”

Section: Critical Analysis Of Immersivementioning

confidence: 99%

Immersive Learning Environments in Education: Application, Effect and Challenges

Meher,

Meher

2024

AJESS

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The objectives of the present study are to search and critically analyse the immersive learning environments; and deriving the applications and effects of immersive learning environment in education with suitable examples by supporting empirical evidences. Based on the objectives and limitations of the present study, important research questions for critical analysis are formulated. The “Substitution Augmentation Modification Redefinition Model” (SAMR) of Dr Ruben Puentedura was used as the theoretical framework. The study is review-based and analytical in nature, where related literatures regarding the uses, effects and challenges of immersive learning environments in education in present and futuristic perspectives. Both inclusion and exclusion criteria were followed. From the intensive literature review regarding the immersive learning environments widely used in educational setting, the four important aspects were found, viz. immersive learning, virtual reality, augmented reality and mixed reality. The results revealed that ILEs have wide educational effects like providing learning autonomy, increasing attention, providing permanent learning, self-regulated learning, active participation, increasing comprehension of lesson, providing in-depth learning etc. in terms of cognitive effects. ILEs have some affective effects of students like satisfaction, fun, curiosity, enjoyable, interesting, exciting, motivating etc. After the critical analysis of the immersive learning environment systems used in education, game-based learning, project-based learning, experiential learning, collaborative learning etc. were found to be most frequently used. So far as its implementation part is concerned, some sorts of challenges have been noticed in research studies i.e., difficulty in understanding, technical problems, insufficient instruction, limited time, and health problems. Suggestions for further research were provided.

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“…The CZ Investigator (Sajjadi et al, 2020) is a narrative-driven game built for a Microsoft Windows desktop application (i.e., high scalability (Klippel et al, 2020)). The game's narrative is one of its key design aspects that facilitates the contextualization of the learning activities and engages the players with them (Dickey, 2011).…”

Section: The Serious Gamementioning

confidence: 99%

“…This environment was made using a Digital Elevation Model (DEM) based on high-resolution Lidar data with an average of 10 points/m 2 with 2-4 cm vertical accuracy. Therefore, the natural environment of the game can be described as a "model of reality" (Harteveld, 2011) and was populated with a variety of vegetation species found in the Shale Hills area, with a reasonable level of accuracy (Sajjadi et al, 2020). To complete their investigation, the player needs to accomplish five objectives related to the hydrosphere component of the CZ.…”

Section: The Serious Gamementioning

confidence: 99%

Promoting systems thinking and pro-environmental policy support through serious games

Sajjadi

Bagher²,

Myrick³

et al. 2022

Front. Environ. Sci.

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We evaluated whether teaching the public about the “critical zone”–the Earth’s outer skin, critical to all life—via a digital serious game can affect adults’ systems thinking about the environment and support policies to protect the environment. An experiment (N = 152) compared the effects of playing “CZ Investigator” versus viewing a static website on systems thinking about the Food-Energy-Water (FEW) nexus and support for relevant public policies. The serious game had the strongest effects on our outcomes of interest for those participants with less past science education. For these individuals, the serious game, relative to the static website, increased perceptions of the strength of interconnections across food, energy, and water systems (p < .01) and support for policies that regulated human impacts on the environment (p < .01). Mediation analysis revealed that increases in systems thinking explain increases in policy support. This group of users also indicated that the game was easier, more enjoyable, and more effective for learning than the website. Mediation analyses also revealed that perceived learning effectiveness was a stronger mediator than ease and enjoyment effects of the game on systems thinking and policy support. These results are valuable for environmental education because understanding interconnections within complex systems is vital for solving environmental problems, particularly for learners with less background in science.

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Design of a Serious Game to Inform the Public About the Critical Zone

Cited by 6 publications

References 28 publications

Embodied Digital Twins for Environmental Applications

Embodied Digital Twins for Environmental Applications

Immersive Learning Environments in Education: Application, Effect and Challenges

Promoting systems thinking and pro-environmental policy support through serious games

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