Measuring the Effectiveness of Learning with Serious Games in Corporate Training

Bachvarova, Yulia; Bocconi, Stefano; Pols, Bartwin van der; Popescu, Marina; Roceanu, Ion

doi:10.1016/j.procs.2012.10.074

Cited by 17 publications

(11 citation statements)

References 16 publications

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“…Furthermore, the conceptualisations of games will also be contextually focused. For instance, games-based learning games used in corporate training sectors may elevate their return on investment [72], whereas in educational settings they may discuss their alignment with standardised national curriculums [73]. It is therefore necessary to consider the context adopting serious games in more detail.…”

Section: Resultsmentioning

confidence: 99%

“…To evaluate the effectiveness of games designed for training or learning, often context -specific measures or frameworks will be used. For instance, in the case of serious games for corporate training, the game may be evaluated in terms of a return on investment, as well as in relation to key performance indicators [72]. For games used in state-education settings, they may be aligned with curriculum standards [73].…”

Section: Educationmentioning

confidence: 99%

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The Serious Games Ecosystem: Interdisciplinary and Intercontextual Praxis

Wilkinson

Matthews

2016

Entertainment Computing and Serious Games

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Abstract. This chapter will situate academia in relation to serious games commercial production and contextual adoption, and vice-versa. As a researcher it is critical to recognize that academic research of serious games does not occur in a vacuum. Direct partnerships between universities and commercial organizations are increasingly common, as well as between research institutes and the contexts that their serious games are deployed in. Commercial production of serious games and their increased adoption in non-commercial contexts will influence academic research through emerging impact pathways and funding opportunities. Adding further complexity is the emergence of commercial organizations that undertake their own research, and research institutes that have in-house commercial arms. To conclude, we explore how these issues affect the individual researcher, and offer considerations for future academic and industry serious games projects.

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Section: Resultsmentioning

confidence: 99%

Section: Educationmentioning

confidence: 99%

The Serious Games Ecosystem: Interdisciplinary and Intercontextual Praxis

Wilkinson

Matthews

2016

Entertainment Computing and Serious Games

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“…Serious Games (SG) have gradually become an instrument for investigation and scientific analysis. Application in research extends from analysis of learning in games [6] over investigating the use of medication [1] and treat phobias [11] to researching decision making and team behaviour [16,27]. Nearly all SG research is thereby affected by the GDPR as not only experiments with in-game assessment [27] involve data collection but also qualitative interviews that utilise games as a proxy to elicit information [28].…”

Section: Two Years After -Effects Of Gdpr On Serious Games Studiesmentioning

confidence: 99%

Two Years After: A Scoping Review of GDPR Effects on Serious Games Research Ethics Reporting

Jost

Lampert

2020

Lecture Notes in Computer Science

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On May 25th, 2018, the EU General Data Protection Regulation (GDPR) came into force. Recognised as a comprehensive regulation for improving privacy and data protection, a substantial impact on data processing disciplines such as Serious Games (SG) research was expected.By conducting a scoping review, this paper explores the effects of GDPR on reporting of ethics approval, informed consent, ethics guidelines and data protection in SG studies. Five scientific databases were searched for research between 2016 and 2020 addressing Serious Games, Exergames and Applied Games. A total of 2146 full-text studies split into equal collections before and after GDPR were included. Lexicometric and keyword-in-context analysis were conducted and comparatively evaluated regarding ethics reporting and trends.Results unexpectedly show that GDPR so far hardly left a mark. While a slight increase of 12% in general ethics reporting can be observed, less than 6% of the studies after GDPR coming-into-force report on data protection. Ethics procedures remained consistent with most researchers reporting the approval from their home university committee and stating the Declaration of Helsinki as followed guidelines. Overall, the verifiable impact of GDPR was found negligibly small, with only 0.5% of studies referring to the regulation in the two years after introduction. Conclusively, further research is suggested to focus on integrating ethics and data protection guided on GDPR from an early conceptual stage to the reporting of the findings.

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“…Third, VE can also reduce the time it takes for a learner to become competent and operational in their field of work (Bachvarova et al 2012). Serious games are generally recognized for their ability in providing an engaging and innovative medium for delivering training (Dickinson et al 2011).…”

Section: Common Characteristics Among All Studiesmentioning

confidence: 99%

“…there is a link between the rehearsed activities and performance within the VE and the actual performance and learning outcomes (Bachvarova et al 2012;Li et al 2008;Lin et al 2011), training in VE reduces the time and cost compared to the learning and training process in the real world (Bachvarova et al 2012;Li et al 2008;Lin et al 2011), and VE provide the possibility of conducting training on high risk activities that cannot be implemented in field-based training (Addison et al 2013), for example, the feasibility of setting hazardous situations that endangers a person's life (Liu et al 2010).…”

Section: Introductionmentioning

confidence: 99%

Virtual environments for safety learning in construction and engineering: seeking evidence and identifying gaps for future research

2017

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Background: Injuries and fatalities resulting from work place accidents remain a global concern within the construction and engineering sectors. Education and training of personnel are two of the primary approaches for establishing a safe work environment. Virtual Environments (VE) are being increasingly investigated as a complementary approach for safety learning. Despite the proliferation of VE studies for safety learning, there is still limited evidence about their effectiveness or benefits, extent of coverage of the risk management process, and limitations. Methods: This articles poses the following research questions: (1) are VE providing an effective learning means to address safety risks in construction and engineering sectors?, (2) what are the areas that require improvement?, and (3) to what extent are VE addressing the established risk management process (i.e., risk identification, risk evaluation, risk response planning, and risk monitoring and control)? To address these the research questions, this research employs: (a) a systematic literature review and analysis of VE studies for safety learning; and (b) a gap analysis technique. Results: The findings suggest: (a) the evidence of the effectiveness of VE as an intervention for safety learning across the entirety of the risk management process are still limited; (b) 'risk identification', where learners improve their abilities to spot hazards, is the most investigated phase in the risk management process, (c) VE applications in other risk management phases (i.e. 'risk evaluation', 'risk response planning', and 'risk monitoring and controlling') receive very limited attention compared to the risk identification phase. Conclusion: The areas of recommendations for future research included the need to: (a) intensify real-life observational studies to provide evidence about the comparative performance of learners in VE against those of learners by other means through the setting of control groups; (b) extend studies to, and concurrently address, all the risk management phases; (b) intensify studies in other sectors including chemical, oil and gas, and manufacturing; (d) address human factors such as communication, language and cognitive distraction. An analysis of the limitations of current VE studies in each of the recommendation areas accompanied with suggestions for future research is proposed.

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Measuring the Effectiveness of Learning with Serious Games in Corporate Training

Cited by 17 publications

References 16 publications

The Serious Games Ecosystem: Interdisciplinary and Intercontextual Praxis

The Serious Games Ecosystem: Interdisciplinary and Intercontextual Praxis

Two Years After: A Scoping Review of GDPR Effects on Serious Games Research Ethics Reporting

Virtual environments for safety learning in construction and engineering: seeking evidence and identifying gaps for future research

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