Framework for personalized and adaptive game-based training programs in health sport

Hardy, Sandro; Dutz, Tim; Wiemeyer, Josef; Göbel, Stefan; Steinmetz, Ralf

doi:10.1007/s11042-014-2009-z

Cited by 57 publications

(41 citation statements)

References 12 publications

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“…If designed properly in terms of effectiveness and attractiveness, exergames allow for innovative, motivating and holistic training approaches, which may be extremely suitable and beneficial in eSports athletes to keep and maintain their cognitive, physical and mental processes and thus to increase their eSports-related performance and health. Multiple interdisciplinary design guidelines provide well-funded recommendations and considerations for the design of effective (Wüest et al, 2014;Hardy et al, 2015;Hoffmann et al, 2016;Benzing and Schmidt, 2018) and attractive (Sweetser and Wyeth, 2005;Sinclair et al, 2007Sinclair et al, , 2009Segura et al, 2013;Mueller and Isbister, 2014;Kajastila and Hämäläinen, 2015;Isbister, 2016;Mueller et al, 2016) exergames, which immerse the player in a motivating and flowing workout experience in front of a screen or in a physical play space. In the context of eSports, however, exergames are not yet used or evaluated as potential training tools.…”

Section: Exergames -Innovative Training Tools In Esports Athletesmentioning

confidence: 99%

Let the Body’n’Brain Games Begin: Toward Innovative Training Approaches in eSports Athletes

Martin-Niedecken

Schättin

2020

Front. Psychol.

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The phenomenon of eSports is omnipresent today. International championships and their competitive athletes thrill millions of spectators who watch as eSports athletes and their teams try to improve and outperform each other. In order to achieve the necessary cognitive and physical top form and to counteract general health problems caused by several hours of training in front of the PC or console, eSports athletes need optimal cognitive, physical and mental training. However, a gap exists in eSports specific health management, including prevention of health issues and training of these functions. To contribute to this topic, we present in this mini review possible avenues for holistic training approaches for cognitively, physically and mentally fitter and more powerful eSports athletes based on interdisciplinary findings. We discuss exergames as a motivating and promising complementary training approach for eSports athletes, which simultaneously combines physical and cognitive stimulation and challenges in an attractive gaming environment. Furthermore, we propose exergames as innovative fullbody eSports-tournament revolution. To conclude, exergames bring new approaches to (physical) eSports, which in turn raise new topics in the growing eSports research and development community.

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Section: Exergames -Innovative Training Tools In Esports Athletesmentioning

confidence: 99%

Let the Body’n’Brain Games Begin: Toward Innovative Training Approaches in eSports Athletes

Martin-Niedecken

Schättin

2020

Front. Psychol.

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“…Ferro et al (2013) derive relationships between player types, personality types and traits, and game elements and game mechanics. Hardy et al (2015) describe an interdisciplinary framework for personalised, game-based training for the elderly and disabled which differentiates between three personalisation layers (sensors/actuator (constitutional), user experience, and training), which are used to adjust cognitive or physical challenges which may be dependent on the vital state of the player (e.g. heart rate) or the needs of target player types that share specific characteristics.…”

Section: Personalisation In Gamesmentioning

confidence: 99%

Reflective agents for personalisation in collaborative games

2018

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The collaborative aspect of games has been shown to potentially increase player performance and engagement over time. However, collaborating players need to perform well for the team as a whole to benefit and thus teams often end up performing no better than a strong player would have performed individually. Personalisation offers a means for improving overall performance and engagement, but in collaborative games, personalisation is seldom implemented, and when it is, it is overwhelmingly passive such that the player is not guided to goal states and the effectiveness of the personalisation is not evaluated and adapted accordingly. In this paper, we propose and apply the use of reflective agents to personalisation ('reflective personalisation') in collaborative gaming for individual players within collaborative teams via a combination of individual player and team profiling in order to improve player and thus team performance and engagement. The reflective agents self-evaluate, dynamically adapting their personalisation techniques to most effectively guide players towards specific goal states, match players and form teams. We incorporate this agent-based approach within a microservices architecture, which itself is a set of collaborating services, to facilitate a scalable and portable approach that enables both player and team profiles to persist across multiple games. An experiment involving 90 players over a two-month period was used to comparatively assess three versions of a collaborative game that implemented reflective, guided, and passive personalisation for individual players within teams. Our results suggest that the proposed reflective personalisation approach improves team player performance and engagement within collaborative games over guided or passive personalisation approaches, but that it is especially effective for improving engagement.

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“…Indeed, users were often prompted to exert energy in a number of ways which included performance of FMS outputs such as jumping, throwing and even balancing (on a “balance board”) in order to “control” a game character and achieve gaming success. Research indicates that an extended period of exergameplay has the capacity to increase levels of Physical Activity (PA), support significant improvements in user balance (Jenny, Schary, Noble, & Hamill, ; Page, Barrington, Edwards, & Barnett, ) and facilitate progress in physical fitness (Hardy, Dutz, Wiemeyer, Göbel, & Steinmetz, ). However, the potential use of exergames to improve user FMS is less well understood (Jenny et al ., ).…”

Section: Introductionmentioning

confidence: 99%

Hop.Skip.Jump.Games: The effect of “principled” exergameplay on children's locomotor skill acquisition

McGann¹,

Issartel²,

Hederman³

et al. 2019

Brit J Educational Tech

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Sedentary past‐times such as video gameplay are cited as having a negative effect on children's Fundamental Motor Skills (FMS) acquisition. Conversely, “exergames” utilise 3D sensor control systems (eg, Kinect®) to offer full body interactive user experiences in which FMS outputs are often part of the game “play” experience. This study evaluated the impact that participation in (1) commercial exergames and, (2) purpose‐built exergames had on user locomotor skill outcomes (run, hop, skip, jump and slide) when both sets of games were deployed with a “principled” human‐in‐the‐loop personalisation process. Typically developing children aged between 5 and 6 years were divided into two groups; a control group (n = 20; 45% girls) exposed to commercial exergames and, an experimental group (n = 20; 50% girls) exposed to purpose‐built exergames. Gameplay was delivered daily, in the classroom, over a period of 8 weeks. The Test of Gross Motor Development‐2 was utilised to assess children's locomotor skills at three time points (pre, interim and posttest). A mixed analysis of variance with repeated measures on time was conducted to evaluate results of the experimental group in comparison to the control group. A significant interaction effect was observed relating to Time × Group. Pairwise comparisons with a Bonferroni adjustment demonstrated that the experimental group made significant improvements for each locomotor skill (run, hop, skip, jump and slide) from pretest to posttest while the control group made significant improvements in only one locomotor skill (the slide) over the same timeframe. Results indicate that principled design and deployment of purpose‐built exergames support high quality locomotor outputs and, improved outcomes over time. What is already known about this topic A majority of modern children do not possess proficient locomotor skills and cannot hop, skip or even run properly Teachers typically target motor skills in the Physical Education setting but these skills require regular personalised practice to improve performance 3D sensor controlled exergames provide a potential platform to target locomotor skill acquisition in the classroom, but currently lack the necessary design principles to improve user locomotor skill outcomes What this paper adds A suite of “principled” exergames with adaptable features to target locomotor skills in the classroom A human‐in‐the‐loop deployment process that empowers the teacher to be a crucial component of the learning experience Empirical evidence to support the effectiveness of purpose‐built exergames for locomotor skill acquisition purposes in the classroom Implications for practice and/or policy Educators can work with a gaming system to effectively deploy “short bouts” of 3D sensor exergameplay in the classroom and facilitate significantly improved locomotor skills in children. Design and development of educational technology could consider the teacher as a valuable “human intelligent system” capable of making decisions about the user and user exper...

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Framework for personalized and adaptive game-based training programs in health sport

Cited by 57 publications

References 12 publications

Let the Body’n’Brain Games Begin: Toward Innovative Training Approaches in eSports Athletes

Let the Body’n’Brain Games Begin: Toward Innovative Training Approaches in eSports Athletes

Reflective agents for personalisation in collaborative games

Hop.Skip.Jump.Games: The effect of “principled” exergameplay on children's locomotor skill acquisition

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