Serious video game effectiveness

Wong, Wee Ling; Shen, Cuihua; Nocera, Luciano; Carriazo, Eduardo; Tang, Fei; Bugga, Shiyamvar; Narayanan, Harishkumar; Wang, Hua; Ritterfeld, Ute

doi:10.1145/1255047.1255057

Cited by 100 publications

(44 citation statements)

References 12 publications

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“…Los videojuegos pueden contribuir a fomentar determinadas facetas dentro de la actividad educativa: aumentar la motivación (Annetta, Minogue, Holmes, & Cheng, 2009;Giannakos, 2013), mejorar las habilidades de resolución de problemas, o impulsar el aprendizaje activo (aprender haciendo) (Arnab et al, 2013;Guillén -Nieto & Aleson -Carbonell, 2012;Liu & Chu, 2010;Warren, Dondlinger, McLeod, & Bigenho, 2012). Existen otros estudios que demuestran que los juegos educativos (también llamados juegos serios por el término inglés serious games) pueden ayudar a los alumnos a construir un entendimiento más reflexivo y personalizado (Guillén -Nieto & Aleson -Carbonell, 2012;Michael & Chen, 2006;Wong et al, 2007) y mejorar la actitud de los alumnos, por lo que se están empezando a utilizar en algunas áreas para combatir la desmotivación y el abandono en las actividades formativas (Bourgonjon, Valcke, Soetaert, & Schellens, 2010).…”

Section: Los Videojuegos Educativosunclassified

Videojuegos y Teatro en las Escuelas

Iglesias

Vigil

Laguna

et al. 2015

RPP

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A navegação consulta e descarregamento dos títulos inseridos nas Bibliotecas Digitais UC Digitalis, UC Pombalina e UC Impactum, pressupõem a aceitação plena e sem reservas dos Termos e Condições de Uso destas Bibliotecas Digitais, disponíveis em https://digitalis.uc.pt/pt-pt/termos.Conforme exposto nos referidos Termos e Condições de Uso, o descarregamento de títulos de acesso restrito requer uma licença válida de autorização devendo o utilizador aceder ao(s) documento(s) a partir de um endereço de IP da instituição detentora da supramencionada licença.Ao utilizador é apenas permitido o descarregamento para uso pessoal, pelo que o emprego do(s) título(s) descarregado(s) para outro fim, designadamente comercial, carece de autorização do respetivo autor ou editor da obra.Na medida em que todas as obras da UC Digitalis se encontram protegidas pelo Código do Direito de Autor e Direitos Conexos e demais legislação aplicável, toda a cópia, parcial ou total, deste documento, nos casos em que é legalmente admitida, deverá conter ou fazer-se acompanhar por este aviso. Videojuegos y teatro en las escuelas Autor(es):Manero Iglesias, Borja; Torrente Vigil, Javier; Serrano Laguna, Ángel; FernándezManjón, Baltasar ResumenEl objetivo de este trabajo es analizar el impacto de los videojuegos cómo herramientas para aumentar el interés de los jóvenes hacia el teatro clásico. El estudio se ha llevado a cabo en 8 colegios e institutos de la Comunidad de Madrid y ha implicado a 754 alumnos de enseñanza secundaria de entre 11 y 16 años. En este artículo se detallan las distintas etapas del proyecto: (1) adaptación de la obra de teatro "La Dama Boba" de Lope de Vega a una aventura gráfica educativa, (2) evaluación de la herramienta por parte de expertos en la materia, y (3) por último, evaluación experimental en los colegios. Para la evaluación del juego utilizamos dos grupos de control: uno que recibía una clase sobre la obra de teatro impartida por su profesor habitual, y un segundo cuya clase magistral estaba impartida por uno de los actores protagonistas de la obra de teatro y que representaba el mejor caso educativo factible en línea con el objetivo del proyecto (aumentar el interés frente al teatro). Los resultados del estudio mostraron que el juego supone un enfoque ligeramente más motivador que el profesor, pero se encuentra muy lejos de la clase del actor, que está muy por encima de ambos. Además el sexo resultó ser un factor determinante en el grupo experimental, registrándose un mayor aumento del interés en las chicas que en los chicos.

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Section: Los Videojuegos Educativosunclassified

Videojuegos y Teatro en las Escuelas

Iglesias

Vigil

Laguna

et al. 2015

RPP

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“…In their study, they found that the computer game Quest Atlantis succeeded to serve as an intrinsic motivation factor, but that some students were so immersed in the game world that they lost focus on their school assignment. Also Wong et al (2007) argue that the interactive nature of computer games sometimes seems to confuse and distract students, which may prevent them from focusing on the embedded scientific content.…”

Section: Computer Game Play In Educational Settings As a Motivationalmentioning

confidence: 99%

“…Others (e.g. Annetta 2008;De Freitas 2007;Egenfeldt-Nielsen 2007;Wong et al 2007) claim that empirical studies on learning effects of computer game play are relatively sparse, and that most of the research results presented so far are based upon theoretical assumptions. But, this does not imply that the educational use of computer games is unexplored, only that ''research evidence is complex and thinly spread'' (Kirriemuir and McFarlan 2004, p. 3).…”

Section: Introductionmentioning

confidence: 99%

Simulated Sustainable Societies: Students’ Reflections on Creating Future Cities in Computer Games

Nilsson

Jakobsson

2010

J Sci Educ Technol

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The empirical study, in this article, involved 42 students (ages 14 15), who used the urban simulation computer game SimCity 4 to create models of sustainable future cities. The aim was to explore in what ways the simulated ''real'' worlds provided by this game could be a potential facilitator for science learning contexts. The topic investigated is in what way interactions in this gaming environment, and reflections about these interactions, can form a context where the students deal with real world problems, and where they can contextualise and apply their scientific knowledge. Focus group interviews and video recordings were used to gather data on students' reflections on their cities, and on sustainable development. The findings indicate that SimCity 4 actually contributes to creating meaningful educational situations in science classrooms, and that computer games can constitute an important artefact that may facilitate contextualisation and make students' use of science concepts and theories more explicit.

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“…An example of the latter is the use of videogames to train healthcare staff [3].The educational use of digital games has been a research topic for more than forty years [4]. In that time, serious games have proved their value for increasing learning [5].…”

Section: Introductionmentioning

confidence: 99%

Overcoming challenges in BIM and gaming integration: the case of a hospital project

Figueres-Munoz¹,

Merschbrock²

2015

WIT Transactions on the Built Environment

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Building Information Modeling (BIM) is a valuable technology for design in the architecture, engineering and construction (AEC) industry. Creating BIM-based computer games is a new application area of BIM technology that can provide an additional dimension to its utility by allowing facility users and designers to 'visit' the facility before it is completed. Scholars report that BIM games can be used in various areas such as construction site safety, building operation and design. Besides, games can aid in communicating architectural concepts to people not familiar with building construction. In this article, the integration of BIM and gaming is explored by analysing some of the issues emerging when integrating these technologies. A case study of a Norwegian construction project where a BIM model served as a graphical environment to develop a staff training game has been conducted. The findings are constructed by applying a relatively fresh theoretical approach, namely: Alter's Theory of Workarounds. The article explicates how practitioners cope with BIM-gaming integration challenges. Moreover, the consequences of their actions are elaborated. We find that existing approaches for resolving interoperability challenges are not properly applied in practice. Finally, we suggest key factors to improve BIM-gaming integration.

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Serious video game effectiveness

Cited by 100 publications

References 12 publications

Videojuegos y Teatro en las Escuelas

Videojuegos y Teatro en las Escuelas

Simulated Sustainable Societies: Students’ Reflections on Creating Future Cities in Computer Games

Overcoming challenges in BIM and gaming integration: the case of a hospital project

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