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UNSTRUCTURED Objective: This study aims to conduct a bibliometric analysis of the relevant literature on digital games in the field of depression treatment, summarize its theoretical basis, research hotspots, and cutting-edge trends, in order to gain a deeper understanding and understanding of this field. Methods: A total of 991 articles were retrieved using the search formula (TS=(games), AND TS=(compression), NOT TS=(game addition) in the Web of Science core database. After screening, 517 studies were included, and then a bibliometric analysis was conducted using VOSviewer and CiteSpace. Results: Through co citation analysis of references, we summarized the theoretical basis of digital games in the treatment of depression into four main aspects, including research on psychological evaluation methods, emotional research, psychological theory research, and digital therapy game design research. In addition, through keyword co-occurrence analysis, we identified four research hotspots, namely adolescent mental health and game intervention, elderly depression rehabilitation and digital game intervention, effectiveness and design of emotional regulation and psychological disorder treatment, and virtual reality and physical activity research. The evolution of research trends in this field was revealed through keyword mutation analysis. The latest research has begun to focus on the field of digital health, including health management, telemedicine, and digital game intervention therapy. Specifically, the future development trends of digital games in depression treatment include more personalized and customized game design, digital games that emphasize networking and social functions, the combination of virtual reality technology and digital games, the application of biofeedback and sensing technology in the games, and the integration of digital games with other depression treatment methods. Conclusion and outlook: Future research should focus on research into the therapeutic effect and sustainability of digital games in this field, the personalization of game design, and the addition of technologies such as biofeedback and virtual reality. In addition, strengthening the integration of digital games with other depression treatment methods is also an important research direction. These developments will contribute to further innovation and application of digital games in the field of depression treatment.
UNSTRUCTURED Objective: This study aims to conduct a bibliometric analysis of the relevant literature on digital games in the field of depression treatment, summarize its theoretical basis, research hotspots, and cutting-edge trends, in order to gain a deeper understanding and understanding of this field. Methods: A total of 991 articles were retrieved using the search formula (TS=(games), AND TS=(compression), NOT TS=(game addition) in the Web of Science core database. After screening, 517 studies were included, and then a bibliometric analysis was conducted using VOSviewer and CiteSpace. Results: Through co citation analysis of references, we summarized the theoretical basis of digital games in the treatment of depression into four main aspects, including research on psychological evaluation methods, emotional research, psychological theory research, and digital therapy game design research. In addition, through keyword co-occurrence analysis, we identified four research hotspots, namely adolescent mental health and game intervention, elderly depression rehabilitation and digital game intervention, effectiveness and design of emotional regulation and psychological disorder treatment, and virtual reality and physical activity research. The evolution of research trends in this field was revealed through keyword mutation analysis. The latest research has begun to focus on the field of digital health, including health management, telemedicine, and digital game intervention therapy. Specifically, the future development trends of digital games in depression treatment include more personalized and customized game design, digital games that emphasize networking and social functions, the combination of virtual reality technology and digital games, the application of biofeedback and sensing technology in the games, and the integration of digital games with other depression treatment methods. Conclusion and outlook: Future research should focus on research into the therapeutic effect and sustainability of digital games in this field, the personalization of game design, and the addition of technologies such as biofeedback and virtual reality. In addition, strengthening the integration of digital games with other depression treatment methods is also an important research direction. These developments will contribute to further innovation and application of digital games in the field of depression treatment.
The purpose of this study is to examine the potential of game-based learning as an information and communication technology for educational activities, with a focus on enhancing emotional intelligence. The study aims to understand the effectiveness of game-based learning, identify key contributing factors, and provide practical insights for learning and personal development. The article covers the principles and strategies for designing game-based learning environments that are specifically tailored to promote emotional intelligence in learners, considering elements such as game design, feedback mechanisms, and interactive features. The transformation matrix of the self-assessment test of emotional intelligence to game situations is presented. Links between “EI test questions”, “Mechanics” (game rules), “Dynamics” (game strategies, and time), “Game aesthetics”, and “Pedagogical strategies” are shown. This article presents a quantitative analysis of the results from a controlled study that investigates the effectiveness of game-based learning in improving emotional intelligence. It could provide insights into the measurable impact of such educational activities. A paper prototype of the emoji test was presented, and multivariate testing of the level of emotional intelligence, emotional burnout, and aggression of university students and teachers before and after the game was conducted with the help of EI. Playing games based on emotional intelligence and following the recommendations led to positive changes: an increase in emotional intelligence and a decrease in emotional energy and aggression. The study results contain recommendations for teachers, instructors, or organizations interested in implementing game-based learning programs. The study can contribute to the broader field of emotional intelligence theory and learning by expanding the understanding of how computer game-based learning as interactive ICT experiences can influence the development of emotional intelligence and the quality of education.
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