Designing and evaluating the effectiveness of a serious game for safe administration of blood transfusion: A randomized controlled trial

Tan, Adeline; Lee, Cindy Ching Siang; Lin, Patrick Yongxing; Cooper, Simon; Lau, Lydia Siew Tiang; Chua, Wei Ling; Liaw, Sok Ying

doi:10.1016/j.nedt.2017.04.027

Cited by 116 publications

(94 citation statements)

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“…Furthermore, gamification and video games in education also enable learning gains for students in terms of knowledge, skills and attitudes, for different education system stages, including primary education [19][20][21], secondary education [22][23][24] and higher education [16,25,26]. At the same time, the implementation of collaborative learning methodologies also contributes to student learning [17,[27][28][29].…”

Section: Theoretical Frameworkmentioning

confidence: 99%

“…In fact, the implementation of gamification and video games in education has improved motivation for primary education students [7][8][9], secondary education students [10-12] and even higher education students [13][14][15][16]. In the same way, the implementation of collaborative learning methodologies has also contributed to students' motivation [6,17,18].Furthermore, gamification and video games in education also enable learning gains for students in terms of knowledge, skills and attitudes, for different education system stages, including primary education [19][20][21], secondary education [22][23][24] and higher education [16,25,26]. At the same time, the implementation of collaborative learning methodologies also contributes to student learning [17,[27][28][29].This motivated us to create a methodology called "collaborative learning with video games", which brings together, in a single methodology, the advantages and criteria of implementing video games and collaborative learning in education.…”

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confidence: 99%

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Video Games and Collaborative Learning in Education? A Scale for Measuring In-Service Teachers’ Attitudes towards Collaborative Learning with Video Games

2019

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Students' motivation is a fundamental factor in the educational process, and can be facilitated through new methodologies and technologies, including gamification, video games, collaborative learning, or, in particular, the methodology called "collaborative learning with video games" (which is presented and can be understood as the implementation of educational activities in which students have to work together to achieve a goal, and the main resource of the activity is a video game). However, if teachers themselves are not motivated, or if they lack a positive attitude towards implementing these new methodologies, it will be difficult for students to feel motivated when approaching said resources. Therefore, it is important to know what teachers' attitudes towards them are. The aim of this research is the creation of an attitudes scale towards collaborative learning with video games, aimed at in-service primary school teachers. Different methodological steps were followed that made its construction possible, such as the analysis of items and the verification of their reliability, resulting in a rigorous attitudes scale of 33 items, with a reliability of α = 0.947. This implies that the measurement instrument is validated and allows one to know the attitudes of in-service primary school teachers towards a new methodology related to the implementation of video games in education.Informatics 2019, 6, 30 2 of 13 learning gains and teachers' attitudes. A description of the study is presented in the following sections, including the methodology used and the results related to the creation of the instrument. Finally, the conclusions are addressed. Theoretical FrameworkStudent motivation is a key factor for their learning, as indicated by various studies [4][5][6]. In fact, the implementation of gamification and video games in education has improved motivation for primary education students [7][8][9], secondary education students [10-12] and even higher education students [13][14][15][16]. In the same way, the implementation of collaborative learning methodologies has also contributed to students' motivation [6,17,18].Furthermore, gamification and video games in education also enable learning gains for students in terms of knowledge, skills and attitudes, for different education system stages, including primary education [19][20][21], secondary education [22][23][24] and higher education [16,25,26]. At the same time, the implementation of collaborative learning methodologies also contributes to student learning [17,[27][28][29].This motivated us to create a methodology called "collaborative learning with video games", which brings together, in a single methodology, the advantages and criteria of implementing video games and collaborative learning in education. In that sense, it can be understood as the implementation of educational activities in which students have to work together, sharing responsibilities to achieve a goal (for instance, to do a task, to do a project, to complete a chart, to create a digital presentat...

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Section: Theoretical Frameworkmentioning

confidence: 99%

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confidence: 99%

Video Games and Collaborative Learning in Education? A Scale for Measuring In-Service Teachers’ Attitudes towards Collaborative Learning with Video Games

2019

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“…Numerous efforts have been made to evaluate the effectiveness of serious educational games and a large number of educational advantages has been revealed [3][4][5][6][7]. However, as the demand for this type of game increases, game developers face the challenge of creating games that are not only effective but also attractive to play.…”

Section: Introductionmentioning

confidence: 99%

Validation and Psychometric Properties of the Gameplay-Scale for Educative Video Games in Spanish Children

et al. 2020

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The knowledge of evaluation instruments to determine the level of gameplay of schoolchildren is very important at this time. A systematic review has been carried out in this study. The aim of this paper is to investigate the psychometric properties of a study of a sample of Spanish gamers. Two hundred and thirty-seven children (mean age: 11.2± 1.17 years, range: 10-12 years, 59.5% female) completed the Gameplay-Scale to discover their opinions after a game session with a serious educational game. The final scale consisted of three factors. The fit for factor 1 (usability) was 0.712, the fit for factor 2 was 0.702 (satisfaction), the fit for factor 3 was 0.886 (empathy) and the overall fit was 0.868. A positive and direct relationship could be observed between all the dimensions of the developed scale. The greatest correlation strength is shown between satisfaction and empathy (r = 0.800; p < 0.005), followed by satisfaction and usability (r = 0.180; p < 0.05) and the association between empathy and usability (r = 0.140; p < 0.05). In summary, the results of the present study support the use of the Gameplay-Scale as a valid and reliable measure of the game experience of youth populations. These results demonstrate strong psychometric properties so that the Gameplay-Scale appears to be a valid instrument for children in different contexts where an educational video game is used, analyzing its usability/"playability" in terms of learning to use it, game satisfaction, and empathy.

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“…Serious games, or games used for purposes other than mere entertainment [21], are often used for education, decision making and for public policy making. Since [23] introduced the notion of serious games, various applications have been developed, including, but not limited to, educational [24], science [25], training, psychology [26], military [27], government, Water 2018, 10, 139 3 of 21 corporate, healthcare [28] and water management domains [29]. However, no comprehensive serious game has been developed to deal with the water-energy-food-land-climate nexus, which represents a clear gap in the literature.…”

Section: Introductionmentioning

confidence: 99%

Multi-Stakeholder Development of a Serious Game to Explore the Water-Energy-Food-Land-Climate Nexus: The SIM4NEXUS Approach

Sušnik

Chew

Domingo³

et al. 2018

Water

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Water, energy, food, land and climate form a tightly-connected nexus in which actions on one sector impact other sectors, creating feedbacks and unanticipated consequences. This is especially because at present, much scientific research and many policies are constrained to single discipline/sector silos that are often not interacting (e.g., water-related research/policy). However, experimenting with the interaction and determining how a change in one sector could impact another may require unreasonable time frames, be very difficult in practice and may be potentially dangerous, triggering any one of a number of unanticipated side-effects. Current modelling often neglects knowledge from practice. Therefore, a safe environment is required to test the potential cross-sectoral implications of policy decisions in one sector on other sectors. Serious games offer such an environment by creating realistic 'simulations', where long-term impacts of policies may be tested and rated. This paper describes how the ongoing (2016-2020) Horizon2020 project SIM4NEXUS will develop serious games investigating potential plausible cross-nexus implications and synergies due to policy interventions for 12 multi-scale case studies ranging from regional to global. What sets these games apart is that stakeholders and partners are involved in all aspects of the modelling definition and process, from case study conceptualisation, quantitative model development including the implementation and validation of each serious game. Learning from playing a serious game is justified by adopting a proof-of-concept for a specific regional case study in Sardinia (Italy). The value of multi-stakeholder involvement is demonstrated, and critical lessons learned for serious game development in general are presented.

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Designing and evaluating the effectiveness of a serious game for safe administration of blood transfusion: A randomized controlled trial

Cited by 116 publications

References 25 publications

Video Games and Collaborative Learning in Education? A Scale for Measuring In-Service Teachers’ Attitudes towards Collaborative Learning with Video Games

Video Games and Collaborative Learning in Education? A Scale for Measuring In-Service Teachers’ Attitudes towards Collaborative Learning with Video Games

Validation and Psychometric Properties of the Gameplay-Scale for Educative Video Games in Spanish Children

Multi-Stakeholder Development of a Serious Game to Explore the Water-Energy-Food-Land-Climate Nexus: The SIM4NEXUS Approach

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