Personalized Serious Games for Self-regulated Attention Training

Hocine, Nadia

doi:10.1145/3314183.3323458

Cited by 13 publications

(17 citation statements)

References 13 publications

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“…Tujuan yang paling populer di kalangan peneliti sejak tahun 2012 sampai 2020 adalah melatih fokus anak dengan ADHD. Terdapat 21 penelitian dengan tujuan melatih fokus anak dengan ADHD [22], [24]- [28], [32], [35]- [41], [43], [45]- [48], [50], [51]. Tujuan melatih fokus pada anak dengan ADHD populer karena anak yang menderita ADHD terlalu aktif dan tidak bisa diam [41], serta menyebabkan anak kesulitan dalam berkonsentrasi atau fokus pada materi pelajaran.…”

Section: A Tujuan Teknologi Game Untuk Anak Dengan Adhdunclassified

Teknologi Game untuk Pembelajaran bagi Anak dengan ADHD: Tinjauan Literatur

Kurniawan

Sanjaya

Rakhmawati³

2021

JNTETI

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Dewasa ini, penggunaan teknologi game dalam domain pembelajaran bagi anak dengan Attention Deficit Hyperactivity Disorder (ADHD) mulai banyak bermunculan. Banyak penelitian dilakukan untuk membuktikan efektivitas penggunaan teknologi game dalam proses pembelajaran bagi anak dengan ADHD. Makalah ini melaporkan tinjauan literatur sistematis yang ditujukan untuk memetakan penggunaan teknologi game di bidang pembelajaran bagi anak dengan ADHD dan mengidentifikasi peta jalan penelitian di masa depan. Berdasarkan hasil eksplorasi terhadap literatur, yang didapatkan dengan kriteria inklusi yang digunakan, terpilih tiga puluh studi utama. Analisis yang dilakukan terhadap tiga puluh studi utama mengungkapkan pemetaan terhadap tujuan teknologi game, genre teknologi game, platform teknologi game, dan pengujian teknologi game. Hasil dari tinjauan literatur ini menunjukkan bahwa penggunaan teknologi game untuk meningkatkan atensi pada anak dengan ADHD terbukti relevan serta dapat menjadi pilihan yang tepat untuk meningkatkan kemampuan fokus dan membantu proses belajar anak dengan ADHD. Tinjauan literatur ini juga mengidentifikasi tiga peta jalan penelitian di masa depan, yaitu lebih memperhatikan permasalahan gangguan mental penyerta ADHD lainnya sebagai tujuan penelitian di masa depan; lebih memperhatikan variasi latar belakang responden yang terlibat dalam proses desain game pembelajaran; serta penggunaan platform lain sebagai media pembelajaran di masa depan.

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Section: A Tujuan Teknologi Game Untuk Anak Dengan Adhdunclassified

Teknologi Game untuk Pembelajaran bagi Anak dengan ADHD: Tinjauan Literatur

Kurniawan

Sanjaya

Rakhmawati³

2021

JNTETI

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Section: Serious Games and Attention (Cognitive Skills)mentioning

confidence: 99%

“…In [11], researchers sought to study the assessment step of an SG for attention enhancement. A serious game for enhancing attention skills based on an Open Learned Model (OLM) was developed (Keep Attention), and a study was conducted to evaluate to what extent the OLM influences users' decisionmaking in attention training [11]. The study concluded that the Open Learner Model is effective in personalizing the user's experience, guaranteeing transparency, and helping users selfregulate their skills.…”

Section: Serious Games and Attention (Cognitive Skills)mentioning

confidence: 99%

“…Students' attention skills are volatile and fluctuate subject to the environment they are in, which may hinder their learning skills or overall academic performance. Nonetheless, serious games allow for the creation of personalized training experiences that match ASTESJ ISSN: 2415-6698 the student's abilities and training needs and thus aid in the development of skills that enhance their cognitive functions, namely attention [11], [12].…”

Section: Introductionmentioning

confidence: 99%

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Personalized Serious Games for Improving Attention Skills among Palestinian Adolescents

Amro¹,

VicunaPolo²,

Jayousi³

et al. 2021

Adv. sci. technol. eng. syst. j.

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Serious games (SGs) are interactive and entertaining digital games with a special educational purpose. Studies have shown that SGs are effective in enhancing educational skills. Cognitive skills training through serious games have been used in improving students learning outcomes. In this article, we introduce the 'plants kingdom' serious game for improving adolescents' cognitive skills, mainly attention (Focus, selection, and sustained attention) and understanding skills. The game used the grade 8 Science book in designing the game content. The plant kingdom lesson was used for developing the game story and objects, its methods and tools were designed for the purpose of attention and understanding skills improvement. The game was evaluated on 43 students from public schools between the ages of 13-15 years, the study selected data from the students who had completed 5 playing sessions. The attention and understanding skills were assessed using the automatic recording and analysis of the game player's data. The variables utilized from the players' data included player ID, session number, gender, number of trials, level, drag and drop time, distance, reason for failure, position, speed, status, time, and playing tool. Results showed that the game improved the attention and understanding skills of students by 27% and 25 % respectively. The study showed the significant effect of serious games in enhancing students' cognition; thus, integrating serious games into the education system can potentially improve learning objectives and outcomes.

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“…Learners with high SRL skills are able to monitor their current and previous performance and progress, reflect on their skills and set appropriate goals during learning. A recent work has proposed the integration of an Open Learner Model (OLM) in an attention training game to help the users reflect on their progress and evaluate the system's decisions regarding task and difficulty selection [25]. Open Learner Models have been mainly used in educational contexts and they refer to the system's visual representation of the learners' current understanding of a topic, or their level of competency, usually in the form of skill bars.…”

Section: Self-regulated Learning and Childrenmentioning

confidence: 99%

BrainHood: Designing a cognitive training system that supports self-regulated learning skills in children

Tsiakas¹,

Barakova²,

Khan³

et al. 2020

TAD

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BACKGROUND: There is strong evidence that cognitive skills and executive functions are skills that children need in order to successfully learn in school. Although executive function disorders are not considered a learning disability, weaknesses in executive functioning are often observed in students with learning disabilities or ADHD. Cognitive games are a type of educational games which focus on enhancing cognitive functioning in children with different profiles of cognitive development, including students with neurocognitive and/or learning disabilities. Self-regulation and metacognitive skills also play an important role in academic performance. OBJECTIVE: In this work, we highlight the need of monitoring and supporting metacognitive skills (self-regulation) in the context of a cognitive training game. We propose a system for self-regulated cognitive training for children which supports metacognitive strategies allowing the child to reflect on their own progress, weaknesses and strengths, self-arrange the training content, and thus to promote their self-regulated learning skills. METHODS: We provide a narrative review of research in cognitive training, self-regulated learning and explainable recommendation systems for children in educational settings. RESULTS AND CONCLUSIONS: Based on the review, an experimental testbed is proposed to explore how transparency, explainability and persuasive strategies can be used to promote self-regulated learning skills in children, considering individual differences on learning abilities, preferences, and needs.

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Personalized Serious Games for Self-regulated Attention Training

Cited by 13 publications

References 13 publications

Teknologi Game untuk Pembelajaran bagi Anak dengan ADHD: Tinjauan Literatur

Teknologi Game untuk Pembelajaran bagi Anak dengan ADHD: Tinjauan Literatur

Personalized Serious Games for Improving Attention Skills among Palestinian Adolescents

BrainHood: Designing a cognitive training system that supports self-regulated learning skills in children

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