Pub Date : 2021-11-25DOI: 10.1109/ISGS54702.2021.9684762
Ebrahim Gholami Dizicheh, Hadi Moradi, Mina Bidsookhteh Nezam Abadi, Fahime Shahrokh, Rasoul Samani, Leila Kashani-Vahid
Automatic autism screening is an important goal to avoid misdiagnosis of children with autism, especially in underdeveloped areas. That is why technology-based approaches for screening autism, especially game-based approaches, have been studied in the recent decade. This paper introduced a serious game called EmoAnim that utilizes animations to screen players' emotion recognition capabilities. The difference between EmoAnim and other emotion recognition games and tests was using animations rather than still images. Animations include both visual and auditory information that a child can use for emotion recognition. The game was tested on 25 children (10 children with autism and 15 normally developed children) aged 5 to 10. The results showed that typically developing children performed significantly better than children with autism in correct answer rate and response time. Moreover, children with autism spent more time in the game, specifically in the lower levels. Overall, the pattern of the gameplay between typically developing children and those with autism was different and identifiable by this game. Based on the study results, it can be concluded that this game can be used for screening purposes between children with autism and normally developing children. And the important feature of technology-based screening is that it might be used remotely without needing an expert presence. This would allow extending screening of autism in rural areas with inadequate healthcare support. This would facilitate screening autism, which would enable the family to start early rehabilitation interventions.
{"title":"EmoAnim: A Serious Game for Screening Children with Autism using Emotions in Animations","authors":"Ebrahim Gholami Dizicheh, Hadi Moradi, Mina Bidsookhteh Nezam Abadi, Fahime Shahrokh, Rasoul Samani, Leila Kashani-Vahid","doi":"10.1109/ISGS54702.2021.9684762","DOIUrl":"https://doi.org/10.1109/ISGS54702.2021.9684762","url":null,"abstract":"Automatic autism screening is an important goal to avoid misdiagnosis of children with autism, especially in underdeveloped areas. That is why technology-based approaches for screening autism, especially game-based approaches, have been studied in the recent decade. This paper introduced a serious game called EmoAnim that utilizes animations to screen players' emotion recognition capabilities. The difference between EmoAnim and other emotion recognition games and tests was using animations rather than still images. Animations include both visual and auditory information that a child can use for emotion recognition. The game was tested on 25 children (10 children with autism and 15 normally developed children) aged 5 to 10. The results showed that typically developing children performed significantly better than children with autism in correct answer rate and response time. Moreover, children with autism spent more time in the game, specifically in the lower levels. Overall, the pattern of the gameplay between typically developing children and those with autism was different and identifiable by this game. Based on the study results, it can be concluded that this game can be used for screening purposes between children with autism and normally developing children. And the important feature of technology-based screening is that it might be used remotely without needing an expert presence. This would allow extending screening of autism in rural areas with inadequate healthcare support. This would facilitate screening autism, which would enable the family to start early rehabilitation interventions.","PeriodicalId":442172,"journal":{"name":"2021 International Serious Games Symposium (ISGS)","volume":"53 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-11-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133699010","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-11-25DOI: 10.1109/ISGS54702.2021.9684766
M. Dorrigiv
Digital simulation settings have been used for many years in higher education, and gamification has just lately been popular. Nonetheless, new technology has opened up new avenues for developing experiential learning through games, including edutainment, and more serious games. Therefore, the use of digital technology in education has revolutionized learning approaches and experiences in recent years. Serious games are one of several of these technologies. Nevertheless, creating and adopting these technologies is a difficult task with limited tools easily available. The purpose of this paper is to review the methods for enhancing the incorporation of these new technologies. Furthermore, the significance of serious games in the Top Tools for Learning List will be investigated. The results show that there will be a bright future in the use of serious games in higher education.
{"title":"Incorporation of Serious Games into Higher Education: A Survey","authors":"M. Dorrigiv","doi":"10.1109/ISGS54702.2021.9684766","DOIUrl":"https://doi.org/10.1109/ISGS54702.2021.9684766","url":null,"abstract":"Digital simulation settings have been used for many years in higher education, and gamification has just lately been popular. Nonetheless, new technology has opened up new avenues for developing experiential learning through games, including edutainment, and more serious games. Therefore, the use of digital technology in education has revolutionized learning approaches and experiences in recent years. Serious games are one of several of these technologies. Nevertheless, creating and adopting these technologies is a difficult task with limited tools easily available. The purpose of this paper is to review the methods for enhancing the incorporation of these new technologies. Furthermore, the significance of serious games in the Top Tools for Learning List will be investigated. The results show that there will be a bright future in the use of serious games in higher education.","PeriodicalId":442172,"journal":{"name":"2021 International Serious Games Symposium (ISGS)","volume":"93 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-11-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126856033","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-11-25DOI: 10.1109/ISGS54702.2021.9684768
Afin Ahmad Mahmood, Leila Kashani-Vahid, Hadi Moradi
Disfunction in executive functions is considered to be one of main problems of children with autism spectrum disorder. It is indicated that part of problems encountered by these children such as social communication might be the results of executive malfunction. Thus, in the present study, the effectiveness of Maghzineh cognitive video games on executive functions of children with autism was investigated. In order to study the effectiveness of a training based on these games, a quasi-experimental study was designed, with pre-test and post test and a control group. It was conducted on two groups of male children with autism spectrum disorder, aged 5 to 12 years in Soleimanieh, Iraq. All these children were diagnosed by the psychiatrist in a rehabilitation center. Ten children were randomly assigned to the experimental group and ten children to the control group. The experimental group played with cognitive games for 24 sessions while the control group received no intervention and waited in the waiting list. The Behavior Rating Inventory of Executive Functions (Gioia, 2000) was used as the tool for evaluating the executive functions of these children. The collected data were analyzed by multivariate analysis of variance (MANCO VA). The results of multivariate analysis of variance showed a significant difference between the overall executive functions in the experimental and the control group (P≤0.05). Specifically, the results showed significant impact on attention shift, working memory, organization, and task monitoring of these children, which are directly targeted by Maghzineh video games. In contrast, the intervention was significantly effective on a some of sub-scales of exactutive functions, such as inhibition or initiation. In summary, due to the impact of Maghzineh video games on a group of the scales and the overall score of executive functions, it is recommended that these games would be available to children with autism and their families and schools as a complimentary educational tool in improving executive functions, which as it is indicated in the literature, might be effective on social communication and academic achievement of these children.
{"title":"Effectiveness of “Maghzineh” Attention Cognitive Video Games on Executive Functions of Children with Autism Spectrum disorder","authors":"Afin Ahmad Mahmood, Leila Kashani-Vahid, Hadi Moradi","doi":"10.1109/ISGS54702.2021.9684768","DOIUrl":"https://doi.org/10.1109/ISGS54702.2021.9684768","url":null,"abstract":"Disfunction in executive functions is considered to be one of main problems of children with autism spectrum disorder. It is indicated that part of problems encountered by these children such as social communication might be the results of executive malfunction. Thus, in the present study, the effectiveness of Maghzineh cognitive video games on executive functions of children with autism was investigated. In order to study the effectiveness of a training based on these games, a quasi-experimental study was designed, with pre-test and post test and a control group. It was conducted on two groups of male children with autism spectrum disorder, aged 5 to 12 years in Soleimanieh, Iraq. All these children were diagnosed by the psychiatrist in a rehabilitation center. Ten children were randomly assigned to the experimental group and ten children to the control group. The experimental group played with cognitive games for 24 sessions while the control group received no intervention and waited in the waiting list. The Behavior Rating Inventory of Executive Functions (Gioia, 2000) was used as the tool for evaluating the executive functions of these children. The collected data were analyzed by multivariate analysis of variance (MANCO VA). The results of multivariate analysis of variance showed a significant difference between the overall executive functions in the experimental and the control group (P≤0.05). Specifically, the results showed significant impact on attention shift, working memory, organization, and task monitoring of these children, which are directly targeted by Maghzineh video games. In contrast, the intervention was significantly effective on a some of sub-scales of exactutive functions, such as inhibition or initiation. In summary, due to the impact of Maghzineh video games on a group of the scales and the overall score of executive functions, it is recommended that these games would be available to children with autism and their families and schools as a complimentary educational tool in improving executive functions, which as it is indicated in the literature, might be effective on social communication and academic achievement of these children.","PeriodicalId":442172,"journal":{"name":"2021 International Serious Games Symposium (ISGS)","volume":"58 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-11-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132695801","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-11-25DOI: 10.1109/ISGS54702.2021.9684769
Farkhondeh Fazel Bakhsheshi
This paper will discuss the role of narration in serious games and how to write a compelling narration for a serious game. While this study discusses the theoretical frame, the field study also supports the framework. The examples given here are taken from the conducted research and the writer's personal experience as an ESL teacher using serious gaming in teaching English. Immersion and interactivity are discussed in relation to narration and how they will help Serious game trough narration.
{"title":"The Role of Narration in Educational Games","authors":"Farkhondeh Fazel Bakhsheshi","doi":"10.1109/ISGS54702.2021.9684769","DOIUrl":"https://doi.org/10.1109/ISGS54702.2021.9684769","url":null,"abstract":"This paper will discuss the role of narration in serious games and how to write a compelling narration for a serious game. While this study discusses the theoretical frame, the field study also supports the framework. The examples given here are taken from the conducted research and the writer's personal experience as an ESL teacher using serious gaming in teaching English. Immersion and interactivity are discussed in relation to narration and how they will help Serious game trough narration.","PeriodicalId":442172,"journal":{"name":"2021 International Serious Games Symposium (ISGS)","volume":"139 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-11-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128355698","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-11-25DOI: 10.1109/ISGS54702.2021.9685013
Sheyda Mirzakhani, Hadi Moradi
Video game cognitive training has been at the forefront of cognitive therapy and empowerment in the last decade. However, most cognitive video games lack the attractiveness of entertainment video games. Consequently, there has been limited use of these cognitive video games. In this paper, we investigate the effect of using the competition gamification element to improve the attractiveness of cognitive games. Two competitive environments, i.e., face-to-face and leaderboard-based environments, are implemented and tested on two cognitive video games. The effects of these environments, compared to the basic environment of playing cognitive video games, are evaluated through a questionnaire and analyzing the performance of the players in the games. The results show a significant difference between the competitive environments and the basic ones in several criteria. Also, the anxiety of the players in the competitive environments is evaluated, showing no significant effect on the players. The results suggest that using competition may increase the use of cognitive video games and increase their effect on cognitive factors.
{"title":"The Impact of Competition on the Effectiveness of Cognitive Games","authors":"Sheyda Mirzakhani, Hadi Moradi","doi":"10.1109/ISGS54702.2021.9685013","DOIUrl":"https://doi.org/10.1109/ISGS54702.2021.9685013","url":null,"abstract":"Video game cognitive training has been at the forefront of cognitive therapy and empowerment in the last decade. However, most cognitive video games lack the attractiveness of entertainment video games. Consequently, there has been limited use of these cognitive video games. In this paper, we investigate the effect of using the competition gamification element to improve the attractiveness of cognitive games. Two competitive environments, i.e., face-to-face and leaderboard-based environments, are implemented and tested on two cognitive video games. The effects of these environments, compared to the basic environment of playing cognitive video games, are evaluated through a questionnaire and analyzing the performance of the players in the games. The results show a significant difference between the competitive environments and the basic ones in several criteria. Also, the anxiety of the players in the competitive environments is evaluated, showing no significant effect on the players. The results suggest that using competition may increase the use of cognitive video games and increase their effect on cognitive factors.","PeriodicalId":442172,"journal":{"name":"2021 International Serious Games Symposium (ISGS)","volume":"79 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-11-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134110245","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-11-25DOI: 10.1109/ISGS54702.2021.9684764
Seyedehyasamin Salamat, Maryam Khalili
Museums play an important role in community's education. They bring people to the world of history and culture with their contents. There are several museums in Iran, but most of them don't have any specific program for kids and teenagers. This paper aims to present a study on the website of National Museum of Iran, more specifically; the focus is given on the use of a web-based game to invite young visitors during exhibition navigation and exploration of museum's cultural and educational content. The Iranian high school's curriculum in the field of the history of Islamic era is also studied in this paper to empower the educational influence of this game. Major analysis criteria and review findings include game goals, purpose of use, scope, user acceptance/interest and educational effectiveness. After reviewing the literature publications, it was found that most solutions were game-based and that had educational benefits on offer. The present study follows the Fogg's behavior framework and different design thinking tools as the qualitative tools for creation. This phase is done with the cooperation of forty students. In this paper, a web-based game is presented, which has been developed for enhancing the learning experience of teenagers. Its goal is to serve as a complement material for classes; also it can be used independently. It provides the students with many ways for acquiring information about their creations. Through the use of the game, the students gain easily new knowledge, since they have to search for it, understand different ancient manufacturing techniques and motifs from the Persian pottery making and use it to produce virtually different wares. The game can be played by many users simultaneously. These original works sent to the museum's website exhibition, create some kind of enthusiasm to visit this website. It also gives the opportunity to the other visitors to watch these creations as spectators. A usability test about an overall usefulness and educational effectiveness of this game is done with nine participants who mostly appreciate it and manifested some interests to play with it as a motivational tool for visiting the museum's website.
{"title":"Design and Evaluation of a Web-Based Game for Children to Visit the National Museum of Iran","authors":"Seyedehyasamin Salamat, Maryam Khalili","doi":"10.1109/ISGS54702.2021.9684764","DOIUrl":"https://doi.org/10.1109/ISGS54702.2021.9684764","url":null,"abstract":"Museums play an important role in community's education. They bring people to the world of history and culture with their contents. There are several museums in Iran, but most of them don't have any specific program for kids and teenagers. This paper aims to present a study on the website of National Museum of Iran, more specifically; the focus is given on the use of a web-based game to invite young visitors during exhibition navigation and exploration of museum's cultural and educational content. The Iranian high school's curriculum in the field of the history of Islamic era is also studied in this paper to empower the educational influence of this game. Major analysis criteria and review findings include game goals, purpose of use, scope, user acceptance/interest and educational effectiveness. After reviewing the literature publications, it was found that most solutions were game-based and that had educational benefits on offer. The present study follows the Fogg's behavior framework and different design thinking tools as the qualitative tools for creation. This phase is done with the cooperation of forty students. In this paper, a web-based game is presented, which has been developed for enhancing the learning experience of teenagers. Its goal is to serve as a complement material for classes; also it can be used independently. It provides the students with many ways for acquiring information about their creations. Through the use of the game, the students gain easily new knowledge, since they have to search for it, understand different ancient manufacturing techniques and motifs from the Persian pottery making and use it to produce virtually different wares. The game can be played by many users simultaneously. These original works sent to the museum's website exhibition, create some kind of enthusiasm to visit this website. It also gives the opportunity to the other visitors to watch these creations as spectators. A usability test about an overall usefulness and educational effectiveness of this game is done with nine participants who mostly appreciate it and manifested some interests to play with it as a motivational tool for visiting the museum's website.","PeriodicalId":442172,"journal":{"name":"2021 International Serious Games Symposium (ISGS)","volume":"87 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-11-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124951443","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-11-25DOI: 10.1109/ISGS54702.2021.9684770
Saynaz Maveddat, Elham Kabiri, Hadiseh Farhandi
The present study was conducted to investigate the effectiveness of cognitive mobile games on strengthening children's cognitive skills. For this purpose, the Neurland cognitive mobile game has been used. Neuroland is a cognitive game to enhance cognitive skills such as memory, attention, and math and reading skills, written for children ages 4 to 8. In this study, a quasi-experimental model with a control and experimental group was used. The statistical population of this study was 40 7 -year-old girls who were randomly divided into experimental and control groups. The experimental group used N euroland for 3 months (4 days a week for 45 minutes each time). The control group also used a non-cognitive mobile game during this period that did not enhance a particular skill. The data obtained from the two stages of pre-test and post-test were analyzed using the statistical methods of analysis and test independent paired t-method Finally, the results showed that Paired t-test statistical analysis all statistics have significant changes after the intervention. In general, the intervention has a significant effect on the amount of statistics and the significance of the statistics indicates this effect.
{"title":"The Effects of Neuroland Digital Cognitive Game On Children's Cognitive Skills","authors":"Saynaz Maveddat, Elham Kabiri, Hadiseh Farhandi","doi":"10.1109/ISGS54702.2021.9684770","DOIUrl":"https://doi.org/10.1109/ISGS54702.2021.9684770","url":null,"abstract":"The present study was conducted to investigate the effectiveness of cognitive mobile games on strengthening children's cognitive skills. For this purpose, the Neurland cognitive mobile game has been used. Neuroland is a cognitive game to enhance cognitive skills such as memory, attention, and math and reading skills, written for children ages 4 to 8. In this study, a quasi-experimental model with a control and experimental group was used. The statistical population of this study was 40 7 -year-old girls who were randomly divided into experimental and control groups. The experimental group used N euroland for 3 months (4 days a week for 45 minutes each time). The control group also used a non-cognitive mobile game during this period that did not enhance a particular skill. The data obtained from the two stages of pre-test and post-test were analyzed using the statistical methods of analysis and test independent paired t-method Finally, the results showed that Paired t-test statistical analysis all statistics have significant changes after the intervention. In general, the intervention has a significant effect on the amount of statistics and the significance of the statistics indicates this effect.","PeriodicalId":442172,"journal":{"name":"2021 International Serious Games Symposium (ISGS)","volume":"112 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-11-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126842481","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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