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3Games zijn bedoeld voor vermaak, maar we kunnen ze ook opvatten als een vorm van cultuur. Ze vertellen iets over de samenleving waarin ze zijn gemaakt: al dan niet met opzet komen er via de verbeelding van de makers opvattingen over de samenleving in games terecht. Games zetten op hun beurt aan tot verbeelding, waardoor gamers zich mogelijk gestimuleerd voelen na te denken over die samenleving. Toch is het aannemelijk dat gamers daar weinig voor voelen, omdat dit een plezierige ervaring in de weg kan staan. Maar gamers blijken wel degelijk geneigd tot reflectie op de wereld om ons heen, over het leven, over goed en kwaad. Ruim driekwart van de gamers uit dit onderzoek zegt dat wel eens te doen. Tegen de verwachting is daarbij geen verschil te zien tussen reguliere gamers en professionals, zoals reviewers en game designers. Verondersteld werd dat die laatstgenoemden zich beroepsmatig vaker aangezet voelen tot reflectie op de wereld om ons heen. Vaker dan verwacht blijken gamers een kunstervaring te ondergaan bij het spelen van games. In de context van deze studie wil dat zeggen dat die spelers ‘tussen de regels door’ commentaar op de spel- en verhaalgebeurtenissen hebben opgemerkt, dat hen aan het denken zette over de wereld. Daarbij was geen verschil te zien tussen mainstream games en indiegames. De verwachting dat de meeste gamers vooral de bijzondere vormgeving van games noemen als reden om ze als kunst te bestempelen is ten slotte wel bevestigd. Dit laat meteen ook het verschil zien tussen de gangbare esthetische kunstopvatting en wat ik in deze studie onder kunst versta: het ervaren van een betekenisproces dat stimuleert tot reflectie op het leven.
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Er is veel belangstelling voor de kwaliteit van zorg voor mensen met dementie. Ook hun kwaliteit van leven krijgt steeds meer aandacht. Een zinvolle en plezierige dagbesteding hoort daarbij. Zorgprofessionals willen mensen met dementie graag ondersteunen bij het doen van activiteiten. Het huidige activiteitenaanbod bestaat vooral uit groepsactiviteiten; voor één-op-één begeleiding ontbreken vaak de tijd en de middelen. Er is dan ook een toenemende behoefte aan individuele activiteiten die cliënten voor zichzelf kunnen doen. In de afgelopen jaren heeft onderzoek laten zien dat multimediatoepassingen en touchscreen-technologie ook geschikt zijn voor mensen met dementie. Omdat iPads handzaam zijn en overal te gebruiken, is in het project InTouch onderzocht in hoeverre individuele spellen voor de iPad, zogenoemde happy games, toe te passen zijn als zinvolle en plezierige tijdbesteding voor mensen met dementie. Dit onderzoek heeft laten zien dat mensen met dementie het spelen van happy games op de iPad zien als een plezierige en zinvolle activiteit. Ook de zorgverleners zijn positief over happy gaming op de iPad. De zorgverleners zien happy gaming daarbij als aanvulling op het reguliere activiteitenaanbod dat voor sommige cliënten te weinig uitdagend is en vaak een groepsactiviteit betreft. Belangrijk is dat gezocht wordt naar de juiste match tussen spel, touchscreenvaardigheden en de ambities en interesse van de cliënt. Verder moeten de verzorgenden instructie krijgen in het gebruik van de iPad en de spelletjes en moet de iPad gemakkelijk voorhanden zijn op de afdeling. Om zelfstandig spelen te bevorderen, moet de aansturing van sommige spellen logischer worden gemaakt. Een interactieve keuzetool en een databank met dementievriendelijke happy games kunnen het gebruik in de praktijk ondersteunen, zowel in zorginstellingen als thuis.
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This chapter discusses educational aspects and possibilities of serious games. For researchers as well as game designers we describe key learning theories to ground their work in theoretical framework. We draw on recent metareviews to offer an exhaustive inventory of known learning and affective outcomes in serious games, and to discuss assessment methods valuable not only for research but also for efficient serious game design. The implementation and design of serious games are outlined in separated sections. Different individual characteristics that seem to be strongly affecting process of learning with serious games (learning style, gender and age) are discussed with emphasis on game development.
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The use of serious games as educational tools for healthcare professionals and patient interventions is rising, offering potential cost savings and quality improvements in healthcare. Customers from healthcare/educational organizations often ask about clinical effectiveness of these games. However, Dutch developers of games for health, mostly small/medium-sized enterprises (SMEs), lack the resources/expertise for longitudinal research. Simultaneously, SMEs unknowingly demonstrate various validity types during game development. The lack of language to articulate one's own expertise in a way that is understandable for healthcare customers, causes SMEs to miss assignments and fewer promising games reaching healthcare. Our goal is to help developers effectively integrate validity into their processes to deliver acceptable evidence to customers. This abstract outlines our initial project phase, focusing on (game)development processes, validation, and customer collaboration and communication.
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In this literary research I asked myself the following question: Are the emotional experiences through playing video games of any benefit in art education? A question that immediately raises other questions: What kind of emotional experiences players get anyway? Why through video games, what is their benefit? What learning skills for the Art should be taught? Can these skills be linked to the emotional experiences? Since the early nineties of the last century we are living in the Digital Age where children, youth and teens are digital natives (Prensky 2001): ‘native speakers’ of the digital language of computers, videogames and the Internet. These young persons who were born during or after the general introduction of digital technology, and through interacting with this technology from an early age they have greater understanding of its concepts. As Prensky (2001) says: “Today’s students have not changed incrementally from those of the past, nor simply changed their slang, cloths, body adornments or styles, as has happened between generations previously. A really big discontinuity has taken place. One might even call it a ‘singularity’ – an event which changes so fundamentally that there is absolutely no going back. This so‐called ‘singularity’ is the arrival and rapid dissemination of digital technology in the last decades of the 20th century.”
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of Research on Improving Learning and Motivation through Educational Games: Multidisciplinary Approaches. IGI Global.
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De FBK Games zijn een goed georganiseerd topsportevenement waar bezoekers (zeer) tevreden over zijn. Bezoekers én vrijwilligers ervaren gevoelens van trots en het evenement stimuleert sociale interactie. Daar bovenop genereert dit evenement extra waarde doordat het jaarlijks in Hengelo terugkeert. Zowel onder de groep bezoekers als vrijwilligers zijn veel mensen die elk jaar terugkeren naar het evenement, wat bijdraagt aan een sterk community-gevoel onder deze groepen. Wijkbewoners herkennen de waarde van het evenement voor de stad en juichen toe dat de gemeente in het evenement investeert.
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Aging diversity in organizations creates potential challenges, particularly for knowledge management, skills update and skills obsolescence. Intergenerational learning (IGL) involves knowledge building, innovation and knowledge transfer between generations within an organization (Ropes 2011). Serious games refer to the use of computer games in raising awareness about educational topics, acquiring new knowledge and skills by enabling learners to engage and participate in situations that would otherwise be impossible to experience (Corti 2006). Although learning with the use of serious games is similar to traditional learning in several cognitive respects, there are noted differences in the learning style and structure of learning using serious games. The success of learning using serious games lies in the actual involvement of a participant playing the game, which in turn, creates increased cognitive links with real-life situations allowing the individual to make relevant associations, to use mnemonic strategies with the facilitation of multi-dimensional educational aids (e.g., visual, auditory). Some of the beneficial aspects of learning with the use of serious games include the elevation of several cognitive skills, which are directly or indirectly implicated in the learning process. Among them are attention and visuo-spatial abilities, memory and motor skills. However, several barriers have been noted that fall into two general categories: a) health issues (e.g., cognitive strain, headaches) and b) psychological issues (e.g., social isolation, emotional disturbances). Since the training conditions are learner-centered and highly determined by the individual, there is increased need for evaluating the learning outcomes using specific success indicators. Examples of games that are designed to facilitate IGL are scarce, while there are no examples of IGL games in most EU countries. The purpose of this paper is to critically evaluate the current literature of theories on learning through serious games in adults and the elderly with reference to the cognitive mechanisms implicated, benefits and barriers in learning using new technologies in different generations. Secondly, this paper reviews the existence of serious games designed to facilitate IGL in Europe, as well as the characteristics of serious games in raising awareness that could be used to facilitate IGL. In doing so, specific focus is placed on the development of success indicators that determine the effectiveness of serious games on raising awareness on IGL.
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Introduction: Given the complexity of teaching clinical reasoning to (future) healthcare professionals, the utilization of serious games has become popular for supporting clinical reasoning education. This scoping review outlines games designed to support teaching clinical reasoning in health professions education, with a specific emphasis on their alignment with the 8-step clinical reasoning cycle and the reflective practice framework, fundamental for effective learning. Methods: A scoping review using systematic searches across seven databases (PubMed, CINAHL, ERIC, PsycINFO, Scopus, Web of Science, and Embase) was conducted. Game characteristics, technical requirements, and incorporation of clinical reasoning cycle steps were analyzed. Additional game information was obtained from the authors. Results: Nineteen unique games emerged, primarily simulation and escape room genres. Most games incorporated the following clinical reasoning steps: patient consideration (step 1), cue collection (step 2), intervention (step 6), and outcome evaluation (step 7). Processing information (step 3) and understanding the patient’s problem (step 4) were less prevalent, while goal setting (step 5) and reflection (step 8) were least integrated. Conclusion: All serious games reviewed show potential for improving clinical reasoning skills, but thoughtful alignment with learning objectives and contextual factors is vital. While this study aids health professions educators in understanding how games may support teaching of clinical reasoning, further research is needed to optimize their effective use in education. Notably, most games lack explicit incorporation of all clinical reasoning cycle steps, especially reflection, limiting its role in reflective practice. Hence, we recommend prioritizing a systematic clinical reasoning model with explicit reflective steps when using serious games for teaching clinical reasoning.
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BACKGROUND: Physical activity (PA) is important for children with a chronic disease. Serious games may be useful to promote PA levels among these children.
OBJECTIVE: The primary purpose of this systematic review was to evaluate the effectiveness of serious games on PA levels in children with a chronic disease.
METHODS: PubMed, EMBASE, PsycINFO, ERIC, Cochrane Library, and CINAHL were systematically searched for articles published from January 1990 to May 2018. Both randomized controlled trials and controlled clinical trials were included to examine the effects of serious games on PA levels in children with a chronic disease. Two investigators independently assessed the intervention, methods, and methodological quality in all articles using the Cochrane risk of bias tool. Both qualitative and quantitative analyses were performed.
RESULTS: This systematic review included 9 randomized controlled trials (886 participants). In 2 of the studies, significant between-group differences in PA levels in favor of the intervention group were reported. The meta-analysis on PA levels showed a nonsignificant effect on moderate to vigorous PA (measured in minutes per day) between the intervention and control groups (standardized mean difference 0.30, 95% CI -0.15 to 0.75, P=.19). The analysis of body composition resulted in significantly greater reductions in BMI in the intervention group (standardized mean difference -0.24, 95% CI -0.45 to 0.04, P=.02).
CONCLUSIONS: This review does not support the hypothesis that serious games improve PA levels in children with a chronic disease. The meta-analysis on body composition showed positive intervention effects with significantly greater reductions in BMI in favor of the intervention group. A high percentage of nonuse was identified in the study of serious games, and little attention was paid to behavior change theories and specific theoretical approaches to enhance PA in serious games. Small sample sizes, large variability between intervention designs, and limited details about the interventions were the main limitations. Future research should determine which strategies enhance the effectiveness of serious games, possibly by incorporating behavior change techniques.
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