Serious Games Can Support Psychotherapy of Children and Adolescents

Brezinka, Veronika; Hovestadt, Ludger

doi:10.1007/978-3-540-76805-0_30

Cited by 20 publications

(12 citation statements)

References 27 publications

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“…[61][62][63][64] Also, as mentioned earlier, many games and ''playful interventions'' have been developed for therapeutic purposes. [33][34][35][36][37][38][39][40][41][42][43][44][45] However, the use of games as a tool for cCBT is quite uncommon. In fact, only one study of a game fully integrated into a CBT surrounding was found.…”

Section: Resultsmentioning

confidence: 99%

“…Yet, support has been reported of beneficial effects in the treatment of a variety of complaints, including depression, divorce trauma, autism, and phobias. [33][34][35][36][37][38][39][40][41][42][43][44][45] This article reports a pilot study testing the incremental value in terms of user motivation and treatment effectiveness of ''gamifying'' an existing online CBT-based burnout module.…”

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confidence: 99%

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Using a Digital Game for Training Desirable Behavior in Cognitive–Behavioral Therapy of Burnout Syndrome: A Controlled Study

Zielhorst

Brule

Visch

et al. 2015

Cyberpsychology, Behavior, and Social Networking

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Using a digital game for training desirable behavior in cogrnitive-behavioral therapy for burnout syndrome: a controlled study Zielhorst, T.; van den Brule, D.; Visch, V.; Melles, M.; van Tienhoven, S.; Sinkbaek, H.; Schrieken, B.A.L.; Tan, E.S.H.; Lange, A. Published in:Cyberpsychology, Behavior, and Social Networking DOI:10.1089/cyber.2013.0690 Link to publicationCitation for published version (APA): Zielhorst, T., van den Brule, D., Visch, V., Melles, M., van Tienhoven, S., Sinkbaek, H., ... Lange, A. (2015). Using a digital game for training desirable behavior in cogrnitive-behavioral therapy for burnout syndrome: a controlled study. Cyberpsychology, Behavior, and Social Networking, 18(2), 101-111. https://doi.org/10.1089/cyber.2013.0690 General rightsIt is not permitted to download or to forward/distribute the text or part of it without the consent of the author(s) and/or copyright holder(s), other than for strictly personal, individual use, unless the work is under an open content license (like Creative Commons). Disclaimer/Complaints regulationsIf you believe that digital publication of certain material infringes any of your rights or (privacy) interests, please let the Library know, stating your reasons. In case of a legitimate complaint, the Library will make the material inaccessible and/or remove it from the website. Please Ask the Library: http://uba.uva.nl/en/contact, or a letter to: Library of the University of Amsterdam, Secretariat, Singel 425, 1012 WP Amsterdam, The Netherlands. You will be contacted as soon as possible. Burnout is a globally increasing illness, and as a result, many forms of burnout therapy have arisen. The use of digital games can be psychotherapeutically effective because they can transform exercises that are by themselves unattractive into intrinsically motivated action. This pilot study aims to test whether a specially designed game contributes to patients learning desired behavior and achieving other specific therapeutic goals in an online cognitive-behavioral therapy (CBT)-based burnout treatment context. In total, 101 participants took part in the experiment, under four conditions: (a) Game + Therapy, (b) Therapy Only, (c) Game Only, and (d) No Game + No Therapy. Pre-and postmeasures were taken online. Results showed that the two therapy conditions (Game + Therapy and Therapy Only) showed a greater decrease in complaints and disengagement, and a stronger increase in coping skills than the nontherapy conditions (Game Only and No Game + No Therapy). As expected, the Game + Therapy condition outperformed the Therapy Only condition on combined improvement measures of burnout symptoms. However, analyses of individual measures showed no effects. It can be cautiously concluded that the therapeutic digital game may be a useful tool when embedded in a therapeutic burnout treatment program and is probably more efficient than CBT, as it is used in current practice.

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Section: Resultsmentioning

confidence: 99%

mentioning

confidence: 99%

Using a Digital Game for Training Desirable Behavior in Cognitive–Behavioral Therapy of Burnout Syndrome: A Controlled Study

Zielhorst

Brule

Visch

et al. 2015

Cyberpsychology, Behavior, and Social Networking

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“…The applications and target populations of gamebased learning environments have been diverse. As an example, educational games have been used for teaching children and adolescents strategies for dealing with depression (Brezinka & Hovestadt, 2007), for teaching children Mathematics (Conati & Maclaren, 2009) and for teaching adolescents Electrostatic principles (Barnett, Squire, Grant, & Higginbotham, 2004). It is evident that to attain acceptance as effective learning tools, gamebased learning environments have to incorporate an intelligent assessment criterion that identifies when the student has achieved the learning goals.…”

Section: Intelligent Game-based Learning Environmentsmentioning

confidence: 99%

Affective Educational Games and the Evolving Teaching Experience

Muñoz

McKevitt²,

Lunney

et al. 2011

Computer Games as Educational and Management Tools

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Teaching methods must adapt to learners’ expectations. Computer game-based learning environments enable learning through experimentation and are inherently motivational. However, for identifying when learners achieve learning goals and providing suitable feedback, Intelligent Tutoring Systems must be used. Recognizing the learner’s affective state enables educational games to improve the learner’s experience or to distinguish relevant emotions. This chapter discusses the creation of an affective student model that infers the learner’s emotions from cognitive and motivational variables through observable behavior. The control-value theory of ‘achievement emotions’ provides a basis for this work. A Probabilistic Relational Models (PRMs) approach for affective student modeling, which is based on Dynamic Bayesian Networks, is discussed. The approach is tested through a prototyping study based on Wizard-of-Oz experiments and preliminary results are presented. The affective student model will be incorporated into PlayPhysics, an emotional game-based learning environment for teaching Physics. PRMs facilitate the design of student models with Bayesian Networks. The effectiveness of PlayPhysics will be evaluated by comparing the students’ learning gains and learning efficiencies.

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“…Off-the-shelf commercial games have also been used to target depression [ 66 ]. There are multiple serious games based on different therapeutic techniques—CBT [ 67 - 69 ], solution-focused therapy [ 70 ], and interpersonal therapy [ 68 ]—that do not target depression specifically but can be useful. There is only 1 serious game based on a CBM paradigm targeting depression, but it was found to be ineffective [ 62 ].…”

Section: Introductionmentioning

confidence: 99%

Serious Games Based on Cognitive Bias Modification and Learned Helplessness Paradigms for the Treatment of Depression: Design and Acceptability Study

Ghosh¹,

Agnihotri²,

Bhalotia³

et al. 2023

JMIR Serious Games

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Background Depression is a debilitating mental health disorder, with a large treatment gap. Recent years have seen a surge in digital interventions to bridge this treatment gap. Most of these interventions are based on computerized cognitive behavioral therapy. Despite the efficacy of computerized cognitive behavioral therapy–based interventions, their uptake is low and dropout rates are high. Cognitive bias modification (CBM) paradigms provide a complementary approach to digital interventions for depression. However, interventions based on CBM paradigms have been reported to be repetitive and boring. Objective In this paper, we described the conceptualization, design, and acceptability of serious games based on CBM paradigms and the learned helplessness paradigm. Methods We searched the literature for CBM paradigms that were shown to be effective in reducing depressive symptoms. For each of the CBM paradigms, we ideated how to create a game so that the gameplay was engaging while the active therapeutic component remained unchanged. Results We developed 5 serious games based on the CBM paradigms and the learned helplessness paradigm. The games include various core elements of gamification, such as goals, challenges, feedback, rewards, progress, and fun. Overall, the games received positive acceptability ratings from 15 users. Conclusions These games may help improve the effectiveness and engagement levels of computerized interventions for depression.

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Serious Games Can Support Psychotherapy of Children and Adolescents

Cited by 20 publications

References 27 publications

Using a Digital Game for Training Desirable Behavior in Cognitive–Behavioral Therapy of Burnout Syndrome: A Controlled Study

Using a Digital Game for Training Desirable Behavior in Cognitive–Behavioral Therapy of Burnout Syndrome: A Controlled Study

Affective Educational Games and the Evolving Teaching Experience

Serious Games Based on Cognitive Bias Modification and Learned Helplessness Paradigms for the Treatment of Depression: Design and Acceptability Study

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