Games for Health Journal最新文献

Objective: Hearing impaired (HI) children face challenges in establishing and maintaining relationships with their hearing (H) peers, leading to potential damages on their psychological well-being. The objective of this study is to introduce and validate design strategies and interaction strategies aimed at promoting social interaction between HI children and their H peers. Materials and Methods: With a specific focus on addressing the unique needs of HI children, the design strategies and interaction strategies were derived from the previous studies. To assess the effectiveness, these strategies were implemented in a game specifically designed to encourage peer interaction between HI and H children. Participants, including both HI and H children, were invited to experience the game and provide feedback. Results: The results demonstrated the efficacy of these strategies in fostering the social interaction between HI and H children. Participants exhibited increased engagement and cooperation during gameplay, indicating the successful facilitation of peer interactions. Conclusions: By validating design and interaction strategies through a specially designed peer interaction game, the research demonstrates the effectiveness of these strategies. The findings underscore the significance of tailored strategies that address the unique challenges faced by HI children in establishing interactions with their H peers. These validated strategies can serve as a foundation for creating inclusive environments that support the overall well-being and social integration of HI children in mainstream settings.

Due to the exponential growth in technology, exergames emerged as a potential tool to foster physical activity (PA) levels. This study provides an overall view of the literature on the effects of exergaming on physical fitness components among overweight and obese children and adolescents. A systematic review and meta-analysis following the Preferred Reporting Items for Systematic Reviews and Meta-Analyses guidelines was performed in the PubMed, Web of Science, and Scopus databases. Among the 618 articles identified at the first screening stage, 17 were retained for analysis. The results indicate positive effects of exergaming interventions in body composition outcomes, cardiorespiratory fitness, muscular strength, and skills performance. Results from the randomized studies with the control group revealed significant effects of exergames in decreasing body mass index (mean difference = 0.24; 95% confidence interval [CI]: 0.06 to 0.43, P = 0.01) and increasing cardiorespiratory fitness (Hedges's g = 0.28; 95% CI: 0.09 to 0.46, P = 0.00). Although not statistically significant, participants submitted to exergames interventions also showed decreased body weight compared to their control peers. The results emphasize the ability of exergames to enhance PA levels and physical fitness components, which might influence the health status of overweight and obese youth. However, due to the limited number of studies included in the meta-analysis (n = 4), future randomized controlled experiments are still needed to improve the understanding of the impact of exergames interventions on physical fitness.

Background: The social restrictions imposed by the COVID-19 pandemic have disrupted traditional teaching methods and encouraged the development of innovative and safer approaches based on distance learning. Among these novel techniques, digital game-based learning (DGBL) is a method that facilitates learning through the efficient use of interactive software tailored to the user. Methods: In this work, we investigated the effectiveness of the DGBL methodology for remote training using a game-based digital learning software designed about remote neonatal resuscitation. The DGBL approach was validated in 52 anesthesiologist trainees and compared to a homogenous retrospective control group of pediatric trainees with the same prior knowledge, who followed an in-person training course using the digital serious game. Scores obtained during each game session are recorded and used to assess progress in knowledge of the flowchart, decision time, timing of assisted ventilation, and ability to check equipment. Results: The results confirmed the effectiveness of the remote training mode for each of the analyzed features, whereas no statistically significant advantages of using a supervised DGBL were found. Conclusion: In conclusion, the DGBL remote training approach is a valuable tool that can provide users with an interactive, effective, and enjoyable learning experience. Future developments will concern the implementation of multiplayer versions to stimulate interaction between users for the development of inter-professional and teamwork skills.

Purpose: Although the health benefits of behavioral interventions for older adults are well studied, research focused on intervention acceptability in older adult populations is less established and is needed. This mixed methods study investigated older adults' perceptions of training interventions. Methods: Community-dwelling older adults (N = 41) were randomized into three groups (cognitive, physical, and exergame) and completed 20 in-lab training sessions over 10 weeks. At every fifth session, participants provided feedback on their perceived gains across functional domains, enjoyment of and motivation to complete training, and aspects they most and least enjoyed regarding study participation. Results: Based on the multivariate analysis of variance, perceived cognitive and everyday function gains did not vary by training group. However, physical and exergame groups perceived greater improvement in physical function than the cognitive training group (P < 0.001). Enjoyment of and motivation to complete training did not vary by training group. Exploratory qualitative coding results suggest that participants across groups most enjoyed social interaction and feelings of improvement. Participants least enjoyed traveling to the study site and engaging in aspects of training (e.g., specific games, structure or duration of training). Conclusion: These findings highlight the importance of incorporating meaningful social engagement and balancing the challenge of training components with goal attainment when working with older adults, regardless of the intervention type. Future research and practice should consider salient aspects of the participant experience (e.g., social connection, accessible locations or remote options) when designing interventions for older adults.

Introduction: Playing together increases social connectedness, and it may be a tool to reduce loneliness. Research into the mental health benefits of board games is underdeveloped. Objectives: The study aims to examine the effects of the Kioku board game on well-being outcomes. The Kioku board game was developed in order to enable small group interactions with a focus on encouraging participants to create stories through mutual attention and interaction. We hypothesized that following a weekly intervention for 12 weeks, players would report a decrease in loneliness and an increase in well-being, compared with nonplayers. Methods: During the summer of 2022, participants in groups of 4-5 players, chose a cube word and narrated a story. A sample of 151 older adults (Mean age = 75.05 ± 6.46 years) recruited from seven community activity centers in Israel was assigned by block randomization to an intervention (n = 72) or a control group (n = 79), awaiting 4-6 weeks for future participation. Loneliness (UCLA loneliness scale) and well-being (World Health Organization 5-item scale) were evaluated at baseline and at 12 weeks. Results: A two-way repeated measures analysis of covariance (ANCOVA) (Group × Time) controlling for age, country of origin, and marital status revealed significant interaction effects for loneliness [F(1, 146) = 178.04, n² = 0.549, P < 0.001] and well-being [F(1, 146) = 69.14, n² = 0.321, P < 0.001]. Loneliness decreased in the intervention group (mean difference: 0.62 points, P < 0.001), and increased in the control group (mean difference: 0.18 points, P = 0.001). Well-being increased in the intervention group (mean difference: 0.79 points, P < 0.001) and decreased in the control group (mean difference: 0.20 points, P < 0.001). Conclusions: Our findings support the effectiveness of the Kioku board game intervention for decreasing loneliness and promoting well-being in older adults, who might still be coping with the effects of the COVID-19 pandemic.

Objective: Nursing students are among the groups where gamification applications are used effectively and frequently in educational technologies. This study aimed to adapt the Gameful Experience Scale (GAMEX) to the Turkish language and test its validity and reliability. Materials and Methods: The study was conducted with 620 nursing students studying an undergraduate nursing program between March and May, 2023. Data were collected using a personal information form and GAMEX-Turkish Form. Results: The validity and reliability of the five-factor structure scale with 27 items were confirmed. In confirmatory factor analysis, all factor loads were found to be >0.56. The fit indexes of the scale were χ²/df = 2.8, goodnessof-fit index = 0.90, comparative fit index = 0.94, and root mean square error of approximation = 0.55. Cronbach's alpha coefficient of the overall scale was 0.89. Conclusion: As a result of this study, the Turkish version of GAMEX was found to be a valid and reliable tool that can be used to evaluate the game experience in nursing students' training.

Background: Serious games provide a realistic environment in nursing education, a stimulating and experiential learning environment for developing skills necessary for learning, recognizing, analyzing, selecting, and applying information. Methods: This study aims to determine the impact of serious games and standard patient practices developed for nursing education on students' knowledge levels, satisfaction, self-confidence, critical thinking, and problem-solving skills. A serious game was designed using the educational principles of the diabetes course and developed using the 3D interactive content creation platform UNITY. One group played the game online, whereas another had a face-to-face experience. Both groups completed forms before, after, and 4 weeks later via Google Forms. Results: Quantitative analysis showed significant improvements in knowledge and increases in student satisfaction and confidence in learning in both the serious game and standardized patient groups. The groups had no significant differences in problem-solving and critical-thinking abilities (P > 0.005). Conclusion: Developing advanced clinical proficiencies in nursing students requires an engaging and reliable educational environment. Using serious games and standardized patient simulations in nursing instruction highlights the need for diverse digital teaching tools. Therefore, it is essential to support the professional development of nursing educators in these innovative modalities.

The "red potion," inspired by video games, emulates the health point replenishment mechanism for injured game characters. Conversely, red ginger, known for its potential tonic properties in enhancing cardiovascular endurance, poses challenges in acquisition within specific regions. Several previous studies have highlighted the existence of an inseparable link when gamers are engaged in real-world activities, even without actively playing the game in the virtual world. This suggests the potential for the "red potion" concept to enhance the well-being of gamers in reality. A statistical ANOVA experiment involved 90 participants, all avid gamers, categorized into three groups: basic, placebo, and experimental. The basic group (BG) received a red-colored beverage without red ginger infusion or the 'red potion' concept. In contrast, the placebo group (PG) received a similar beverage described as a "red potion" but without red ginger. Lastly, the experimental group (EG) received a red ginger-infused beverage without the "red potion" concept. Despite receiving different treatments, all beverages were presented in the same red color. Participants underwent the "beep test" to assess their baseline stamina. The results revealed that both PG and EG exhibited comparable cardiovascular endurance, affirming the potential of the "red potion" concept to positively influence gamers.

Force platforms and motion capture are commonly used as feedback mechanisms in exergaming; nevertheless, their therapeutic effectiveness may vary. Therefore, the primary objective of this study was to evaluate the effectiveness of commercially available virtual reality (VR) exergaming systems on balance and functional mobility, with a supplementary analysis considering the administered dose of exergaming. The search was conducted in five databases. Commercially available exergaming platforms were classified into two categories: VR exergaming with a balance board (including Wii Balance Board) and motion capture (including Xbox Kinect). Two categories of control interventions (treatment as usual [TAU] and no treatment [NT]) were extracted. The meta-analysis was performed separately for static, dynamic, and proactive balance outcomes and for the aggregated results of all included outcomes with subgroup analysis of lower, moderate, and higher doses. In total, 28 studies with 1457 participants were included. Both exergaming systems were particularly effective in improving the single leg stance outcome. VR exergaming with motion capture was found to be more effective than TAU with a standardized mean difference (SMD) of 0.48 (P = 0.006) and NT (SMD = 0.86; P = 0.02). In conclusion, commercially available VR exergaming with a motion capture feedback mechanism has demonstrated effectiveness as an intervention for balance training when compared with NT. Specifically, high doses (above 134 minutes per week) appear to be more beneficial for healthy older adults. Moreover, the findings provide some weak evidence supporting the effectiveness of VR exergaming with a balance board for improving functional mobility, particularly when compared with NT.

Objective: The present study aimed to explore the influence of digital games on the social skills of male students in elementary schools, focusing on the impact of different games on various social behaviors. Methods: The study employed a causal-comparative design, utilising cluster random sampling to select participants. The sample consisted of 192 male students in the fourth through sixth grades, divided into players and nonplayers. Data were collected using the Social Support Scale Matson (1983) and a researcher-made questionnaire for computer games. The validity and reliability of the instruments were established through Cronbach's alpha coefficient, item correlation with dimensions, and correlation of dimensions with the total score and content validity. Results: The results indicated significant differences between player and nonplayer students in nonsocial behaviors, seeking superiority, and relationships with peers. Aggression and seeking superiority were higher in fifth-grade students than fourth- and sixth-grade students. Fifth- and sixth-grade students scored higher than fourth graders in these areas. The study found that Clash of Clans promoted appropriate social behaviors and peer relationships, while Fortnite had a significant positive effect on peer relationships. Mortal Kombat had a negative and significant effect on aggression and nonsocial behaviors compared to other games. Regression analysis revealed that playing time and type of play were significant predictors of social skills, with playing time being a more effective predictor than the type of play. Conclusion: The study concluded that digital games can significantly influence the social skills of male students in elementary schools. Specifically, Clash of Clans and Fortnite were found to have positive effects on social behaviors and peer relationships, while Mortal Kombat had negative effects. The findings suggest that the time spent playing games is a more critical factor in predicting social skills than the type of game played.