Pub Date : 2024-09-14DOI: 10.1177/10468781241277899
Jin Kim, Naishly Ortiz
BackgroundOnline multiplayer video games are characterized by competitiveness and collaboration: the former resonates with toxicity and the latter with civic values. While it is urgent to consider efficient ways to cope with toxicity, it is worth interrogating how gamers shift between toxic competitiveness and gaming citizenship.AimDrawing on feminist game studies, gaming citizenship, and ludic ethics approaches, this study examined how gamers embrace and resist toxic behaviors simultaneously in community contexts.MethodWe conducted in-depth interviews with twenty-two Overwatch players from June 2021 to May 2023 to elaborate the players experiences of toxic behaviors, their coping mechanisms, and the roles of gaming communities. Purposive and snowball samplings were used to recruit participants who regularly played competitive modes in Overwatch.ResultsFrom the interviews, two types of toxicity (tolerable, intolerable) were identified. Of the anti-toxic measures, ignoring was addressed as a common but problematic measure, while intervention as most effective measure. Gamers’ involvement in communities was discussed within three common frameworks: prosociality, gamer education, and gamer transformation. Overall, the interviewees showed ambivalence toward usage of anti-toxic measures. With limitations, we found that game communities can serve a venue for gaming citizenship to provide institutional supports for gamers.ConclusionThis study contributes to scholarship on gaming toxicity and gaming citizenship. Our study illustrated that gaming communities are battlegrounds between prosociality and toxicity. We do not see vilification of toxicity as a panacea for toxic gaming problems. In that sense, gaming citizenship discourses helps to rekindle debate about stigmatized assumptions about toxicity.
{"title":"Toxicity or Prosociality?: Civic Value and Gaming Citizenship in Competitive Video Game Communities","authors":"Jin Kim, Naishly Ortiz","doi":"10.1177/10468781241277899","DOIUrl":"https://doi.org/10.1177/10468781241277899","url":null,"abstract":"BackgroundOnline multiplayer video games are characterized by competitiveness and collaboration: the former resonates with toxicity and the latter with civic values. While it is urgent to consider efficient ways to cope with toxicity, it is worth interrogating how gamers shift between toxic competitiveness and gaming citizenship.AimDrawing on feminist game studies, gaming citizenship, and ludic ethics approaches, this study examined how gamers embrace and resist toxic behaviors simultaneously in community contexts.MethodWe conducted in-depth interviews with twenty-two Overwatch players from June 2021 to May 2023 to elaborate the players experiences of toxic behaviors, their coping mechanisms, and the roles of gaming communities. Purposive and snowball samplings were used to recruit participants who regularly played competitive modes in Overwatch.ResultsFrom the interviews, two types of toxicity (tolerable, intolerable) were identified. Of the anti-toxic measures, ignoring was addressed as a common but problematic measure, while intervention as most effective measure. Gamers’ involvement in communities was discussed within three common frameworks: prosociality, gamer education, and gamer transformation. Overall, the interviewees showed ambivalence toward usage of anti-toxic measures. With limitations, we found that game communities can serve a venue for gaming citizenship to provide institutional supports for gamers.ConclusionThis study contributes to scholarship on gaming toxicity and gaming citizenship. Our study illustrated that gaming communities are battlegrounds between prosociality and toxicity. We do not see vilification of toxicity as a panacea for toxic gaming problems. In that sense, gaming citizenship discourses helps to rekindle debate about stigmatized assumptions about toxicity.","PeriodicalId":47521,"journal":{"name":"SIMULATION & GAMING","volume":null,"pages":null},"PeriodicalIF":2.0,"publicationDate":"2024-09-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142248328","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 : 2024-08-30DOI: 10.1177/10892532241280461
Marlies P. Schijven, Toshiko Kikkawa
{"title":"The Importance of Relaxation and Vacation for Healthcare Workers: Playtime!","authors":"Marlies P. Schijven, Toshiko Kikkawa","doi":"10.1177/10892532241280461","DOIUrl":"https://doi.org/10.1177/10892532241280461","url":null,"abstract":"","PeriodicalId":47521,"journal":{"name":"SIMULATION & GAMING","volume":null,"pages":null},"PeriodicalIF":2.0,"publicationDate":"2024-08-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142217534","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 : 2024-08-19DOI: 10.1177/10468781241271082
John Henry, Fujia Li, Sylvester Arnab
BackgroundThe fields of gamification and game-based learning are growing and changing quickly, with researchers investigating the use of gamification in education using various methods and in numerous case studies, however, no research investigates the significance pre-perception of higher education students has in gamification, game-based learning, and serious games studies.ObjectiveWe perform a systematic mapping to identify the gaps in our understanding on the effects of pre-perception in gamification, focusing on the under-researched area of gamification and game-based learning applications for higher education.ResultsWe present three main findings: (1) Current research on the effects of higher education’s students' pre-perception of gamification and game-based learning are limited. (2) The limited available research indicates perception towards gamification and game-based learning in participants may impact on the effectiveness of game-based solutions, but more research is required to better understand the relationship. (3) A significant body of new research work is required to examine how student perception can affect the effectiveness of gamification and game-based learning solutions in higher education.ConclusionOur understanding of the effect pre-perception may have on the results reported by research on gamification applications for higher education is limited. We encourage more, non-empirical research, to be conducted around pre-perception, and more research that considers gamification and game-based learning applications for higher education.
{"title":"On the Pre-Perception of Gamification and Game-Based Learning in Higher Education Students: A Systematic Mapping Study","authors":"John Henry, Fujia Li, Sylvester Arnab","doi":"10.1177/10468781241271082","DOIUrl":"https://doi.org/10.1177/10468781241271082","url":null,"abstract":"BackgroundThe fields of gamification and game-based learning are growing and changing quickly, with researchers investigating the use of gamification in education using various methods and in numerous case studies, however, no research investigates the significance pre-perception of higher education students has in gamification, game-based learning, and serious games studies.ObjectiveWe perform a systematic mapping to identify the gaps in our understanding on the effects of pre-perception in gamification, focusing on the under-researched area of gamification and game-based learning applications for higher education.ResultsWe present three main findings: (1) Current research on the effects of higher education’s students' pre-perception of gamification and game-based learning are limited. (2) The limited available research indicates perception towards gamification and game-based learning in participants may impact on the effectiveness of game-based solutions, but more research is required to better understand the relationship. (3) A significant body of new research work is required to examine how student perception can affect the effectiveness of gamification and game-based learning solutions in higher education.ConclusionOur understanding of the effect pre-perception may have on the results reported by research on gamification applications for higher education is limited. We encourage more, non-empirical research, to be conducted around pre-perception, and more research that considers gamification and game-based learning applications for higher education.","PeriodicalId":47521,"journal":{"name":"SIMULATION & GAMING","volume":null,"pages":null},"PeriodicalIF":2.0,"publicationDate":"2024-08-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142217430","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 : 2024-08-07DOI: 10.1177/10468781241271497
Marlies P. Schijven, Toshiko Kikkawa
{"title":"Change the Rules!","authors":"Marlies P. Schijven, Toshiko Kikkawa","doi":"10.1177/10468781241271497","DOIUrl":"https://doi.org/10.1177/10468781241271497","url":null,"abstract":"","PeriodicalId":47521,"journal":{"name":"SIMULATION & GAMING","volume":null,"pages":null},"PeriodicalIF":2.0,"publicationDate":"2024-08-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141968943","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 : 2024-08-02DOI: 10.1177/10468781241271080
Yujia Qiu, Yanliu Lin, Junyao He, Hongmei Lu
BackgroundCity simulation games provide players a gaming experience by simulating different aspects of the real city. While there is an increasing scholarly interest in games for social learning and education, little research has been conducted to understand citizen perceptions and understanding of urban planning issues in city simulation games.AimThis study aims to understand the affective perception and cognitive learning of citizens regarding urban planning elements in the online communities of Cities: Skylines.Research MethodsWe develop a new methodological approach based on social media data analytics. Large datasets were scraped from Reddit, the most popular social media platform for video game players. The collected data were subjected to content analysis and sentiment analysis that identify different types of topics and emotions to understand citizens’ cognitive and affective perspectives.Key Findings and ConclusionThe findings show that positive emotions were often about the game design, while negative emotions conveyed real-world planning problems such as transportation concerns. The cognitive dimension uncovered citizens’ urban recognition tied to personal experiences in various geographical contexts. This study has practical implications for game design for urban planning.
{"title":"Using Social Media Data to Understand Citizen Perceptions of Urban Planning in a City Simulation Game","authors":"Yujia Qiu, Yanliu Lin, Junyao He, Hongmei Lu","doi":"10.1177/10468781241271080","DOIUrl":"https://doi.org/10.1177/10468781241271080","url":null,"abstract":"BackgroundCity simulation games provide players a gaming experience by simulating different aspects of the real city. While there is an increasing scholarly interest in games for social learning and education, little research has been conducted to understand citizen perceptions and understanding of urban planning issues in city simulation games.AimThis study aims to understand the affective perception and cognitive learning of citizens regarding urban planning elements in the online communities of Cities: Skylines.Research MethodsWe develop a new methodological approach based on social media data analytics. Large datasets were scraped from Reddit, the most popular social media platform for video game players. The collected data were subjected to content analysis and sentiment analysis that identify different types of topics and emotions to understand citizens’ cognitive and affective perspectives.Key Findings and ConclusionThe findings show that positive emotions were often about the game design, while negative emotions conveyed real-world planning problems such as transportation concerns. The cognitive dimension uncovered citizens’ urban recognition tied to personal experiences in various geographical contexts. This study has practical implications for game design for urban planning.","PeriodicalId":47521,"journal":{"name":"SIMULATION & GAMING","volume":null,"pages":null},"PeriodicalIF":2.0,"publicationDate":"2024-08-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141884992","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 : 2024-07-24DOI: 10.1177/10468781241259831
Pauliina Baltzar, Lobna Hassan, Markku Turunen
BackgroundSocialization during gaming is an important aspect of gaming for people with and without disabilities. However, we know little about how gamers with disabilities play with others.AimThis study investigated the social gaming experiences of individuals with disabilities focusing on research questions 1) Who do people with disabilities play with?, and 2) How do people with disabilities communicate while gaming?MethodWe conducted a survey study which focused on experiences of gaming with disabilities. In total 92 responses were analyzed.ResultsThe results suggest that gamers with disabilities play digital multiplayer games locally and online with friends, family, strangers, and people they know. The most used communication methods were speech, text, and built-in features. However, some were not communicating at all due to a lack of suitable communication methods. Furthermore, communication varied depending on if the gaming was happening online or locally, and depending on the gaming companions.DiscussionThe results align with previous research indicating that people with disabilities engage in gaming with friends, family, and strangers similar to any other gamer. However, there is a lack of studies on how people generally communicate in games, nonetheless, as speech and text communication methods are most commonly seen in games, we can assume that they are the most used communication methods for all gamers.Limitations and Future ResearchThis study has limitations both related to the survey questions and the survey participants. We cannot be sure if all understood the questions in the same way, furthermore, most of the participants were experienced Finnish gamers with physical disabilities which could have skewed the results. Further research is necessary to address these limitations and broaden the scope of the study's findings.ConclusionsBased on the results, we argue that games should provide multiple means of communication to make social gaming more accessible.
{"title":"Forced to Choose Silence: Social Gaming with Disabilities","authors":"Pauliina Baltzar, Lobna Hassan, Markku Turunen","doi":"10.1177/10468781241259831","DOIUrl":"https://doi.org/10.1177/10468781241259831","url":null,"abstract":"BackgroundSocialization during gaming is an important aspect of gaming for people with and without disabilities. However, we know little about how gamers with disabilities play with others.AimThis study investigated the social gaming experiences of individuals with disabilities focusing on research questions 1) Who do people with disabilities play with?, and 2) How do people with disabilities communicate while gaming?MethodWe conducted a survey study which focused on experiences of gaming with disabilities. In total 92 responses were analyzed.ResultsThe results suggest that gamers with disabilities play digital multiplayer games locally and online with friends, family, strangers, and people they know. The most used communication methods were speech, text, and built-in features. However, some were not communicating at all due to a lack of suitable communication methods. Furthermore, communication varied depending on if the gaming was happening online or locally, and depending on the gaming companions.DiscussionThe results align with previous research indicating that people with disabilities engage in gaming with friends, family, and strangers similar to any other gamer. However, there is a lack of studies on how people generally communicate in games, nonetheless, as speech and text communication methods are most commonly seen in games, we can assume that they are the most used communication methods for all gamers.Limitations and Future ResearchThis study has limitations both related to the survey questions and the survey participants. We cannot be sure if all understood the questions in the same way, furthermore, most of the participants were experienced Finnish gamers with physical disabilities which could have skewed the results. Further research is necessary to address these limitations and broaden the scope of the study's findings.ConclusionsBased on the results, we argue that games should provide multiple means of communication to make social gaming more accessible.","PeriodicalId":47521,"journal":{"name":"SIMULATION & GAMING","volume":null,"pages":null},"PeriodicalIF":2.0,"publicationDate":"2024-07-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141771640","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 : 2024-07-21DOI: 10.1177/10468781241260861
Mustafa Can Gursesli, Alessia Martucci, Alan D.A. Mattiassi, Mirko Duradoni, Andrea Guazzini
BackgroundThe gaming industry is experiencing rapid growth, and videogames in various forms have become an integral part of our daily routines. While research has delved into motivations for playing specific types of videogames, such as online multiplayer games, there is still a need for exploration of the broader concept of video game engagement, irrespective of the genre.AimThe primary aim of this study was to develop and validate a gaming motivation scale that focuses on the intrinsic reasons and psychological aspects of video game motivation. Additionally, the goal was to create a scale that does not rely on game genres to assess gamers’ motivational profiles.Research methodsThe study was conducted in two phases, involving a total of 2641 Italian participants. In the first phase, exploratory factor analysis (EFA) was performed with data from Italian 543 participants ( M = 28.92; sd = 8.26). In the second phase, confirmatory factor analysis (CFA) was conducted with data collected from 2098 participants ( M = 31.60, sd = 8.81), showing an adequate fit to the theorized model (𝑥2 (878) =3843.28; CFI = .95, TLI = .95, RMSEA = .040, and SRMR = .042).Key Findings and DiscussionIn the first part of the study, EFA confirmed 14 dimensions out of the original 18. While CFA demonstrated that the scale had good reliability, with values ranging from .77 to .94. Furthermore, significant correlations were found between the Psychological Motivations for playing Video Games (PMPVGs) scale and dimensions from the Motives for Online Gaming Questionnaire (MOGQ) and Gaming Motivation Scale (GAMS) scales. The final version of the scale comprises 12 dimensions with 45 items in total and it holds potential to explore the players’ psychological needs satisfied through the gaming activity.
{"title":"Development and Validation of the Psychological Motivations for Playing Video Games scale (PMPVGs)","authors":"Mustafa Can Gursesli, Alessia Martucci, Alan D.A. Mattiassi, Mirko Duradoni, Andrea Guazzini","doi":"10.1177/10468781241260861","DOIUrl":"https://doi.org/10.1177/10468781241260861","url":null,"abstract":"BackgroundThe gaming industry is experiencing rapid growth, and videogames in various forms have become an integral part of our daily routines. While research has delved into motivations for playing specific types of videogames, such as online multiplayer games, there is still a need for exploration of the broader concept of video game engagement, irrespective of the genre.AimThe primary aim of this study was to develop and validate a gaming motivation scale that focuses on the intrinsic reasons and psychological aspects of video game motivation. Additionally, the goal was to create a scale that does not rely on game genres to assess gamers’ motivational profiles.Research methodsThe study was conducted in two phases, involving a total of 2641 Italian participants. In the first phase, exploratory factor analysis (EFA) was performed with data from Italian 543 participants ( M = 28.92; sd = 8.26). In the second phase, confirmatory factor analysis (CFA) was conducted with data collected from 2098 participants ( M = 31.60, sd = 8.81), showing an adequate fit to the theorized model (𝑥<jats:sup>2</jats:sup> (878) =3843.28; CFI = .95, TLI = .95, RMSEA = .040, and SRMR = .042).Key Findings and DiscussionIn the first part of the study, EFA confirmed 14 dimensions out of the original 18. While CFA demonstrated that the scale had good reliability, with values ranging from .77 to .94. Furthermore, significant correlations were found between the Psychological Motivations for playing Video Games (PMPVGs) scale and dimensions from the Motives for Online Gaming Questionnaire (MOGQ) and Gaming Motivation Scale (GAMS) scales. The final version of the scale comprises 12 dimensions with 45 items in total and it holds potential to explore the players’ psychological needs satisfied through the gaming activity.","PeriodicalId":47521,"journal":{"name":"SIMULATION & GAMING","volume":null,"pages":null},"PeriodicalIF":2.0,"publicationDate":"2024-07-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141737231","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 : 2024-05-29DOI: 10.1177/10468781241258606
Sven Franke, Sandro Hermes, Moritz Roidl
BackgroundSerious games and game-based learning are widely used in education. Gaming in logistics education relies on serious gaming with no or less consideration on enjoyment.InterventionThis study examines in a first step whether and if so, how (serious) games are used as part of logistics majors’ curricula at German universities. Based on the findings, an entertainment game about warehousing is developed and validated.MethodsWarehousing is an application-based discipline in which the operation of different picking techniques has an impact on the order picking. To help students understand the impact of such techniques, the 2D game WareMover was developed. The open-access game combines education and entertainment with different gamification objects and can be played in singleplayer or multiplayer mode. In this competitive 2D game, the objective is to pick orders by navigating around the warehouse towards the right shelf and to click on the correct storage compartment. The player has to achieve the highest score, which is determined by the fastest and least erroneous delivery. Four different picking techniques can be used in two game modes.ResultsThe results of a 14-player game session are presented. All players played both game variants with all picking techniques and completed a questionnaire. The players rated the game as user-friendly, entertaining, didactically useful, suitable for teaching and education, and engaging. In addition, the majority of players would play the game again and recommend it to others.ConclusionThe open-source game WareMover can contribute to studies in the field of warehousing by teaching students about picking techniques and the differences between these techniques. The novel game approach of interpreting a serious game as an entertainment game can increase the enjoyment and motivation of the players.
{"title":"An Educational Game to Learn Picking Techniques in Warehousing – WareMover","authors":"Sven Franke, Sandro Hermes, Moritz Roidl","doi":"10.1177/10468781241258606","DOIUrl":"https://doi.org/10.1177/10468781241258606","url":null,"abstract":"BackgroundSerious games and game-based learning are widely used in education. Gaming in logistics education relies on serious gaming with no or less consideration on enjoyment.InterventionThis study examines in a first step whether and if so, how (serious) games are used as part of logistics majors’ curricula at German universities. Based on the findings, an entertainment game about warehousing is developed and validated.MethodsWarehousing is an application-based discipline in which the operation of different picking techniques has an impact on the order picking. To help students understand the impact of such techniques, the 2D game WareMover was developed. The open-access game combines education and entertainment with different gamification objects and can be played in singleplayer or multiplayer mode. In this competitive 2D game, the objective is to pick orders by navigating around the warehouse towards the right shelf and to click on the correct storage compartment. The player has to achieve the highest score, which is determined by the fastest and least erroneous delivery. Four different picking techniques can be used in two game modes.ResultsThe results of a 14-player game session are presented. All players played both game variants with all picking techniques and completed a questionnaire. The players rated the game as user-friendly, entertaining, didactically useful, suitable for teaching and education, and engaging. In addition, the majority of players would play the game again and recommend it to others.ConclusionThe open-source game WareMover can contribute to studies in the field of warehousing by teaching students about picking techniques and the differences between these techniques. The novel game approach of interpreting a serious game as an entertainment game can increase the enjoyment and motivation of the players.","PeriodicalId":47521,"journal":{"name":"SIMULATION & GAMING","volume":null,"pages":null},"PeriodicalIF":2.0,"publicationDate":"2024-05-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141195639","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 : 2024-05-11DOI: 10.1177/10468781241239192
Marlies P. Schijven, Toshiko Kikkawa
{"title":"Making a Better Future Using Simulation and Gaming","authors":"Marlies P. Schijven, Toshiko Kikkawa","doi":"10.1177/10468781241239192","DOIUrl":"https://doi.org/10.1177/10468781241239192","url":null,"abstract":"","PeriodicalId":47521,"journal":{"name":"SIMULATION & GAMING","volume":null,"pages":null},"PeriodicalIF":2.0,"publicationDate":"2024-05-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140932990","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 : 2024-05-11DOI: 10.1177/10468781241246566
Jaakko Vuorio
BackgroundThe promotion of cycling for children is beneficial from a health and environmental perspective, however road safety and awareness amongst this age group remain a considerable issue. As children are developing their cognitive and physical abilities, they are considered a high-risk group for injuries and fatalities on the roads. Virtual learning environments have demonstrated promising ways to engage children in learning about road risks and teach children about safe cycling.InterventionA web-based Virtual Learning Environment (VLE) and Virtual Reality (VR) environment was designed to offer a platform for schoolchildren to learn about safe cycling and to develop skills for them to better detect hazards in traffic. Both learning environments were used by 455 school children and 20 class teachers.MethodsFun toolkit methods, specifically designed for child participants were used to assess the design of the technology, and for teachers a qualitative survey to provide evidence around the use of both learning environments.ResultsResults suggest both learning environments were appealing for lower school grade participants. For grades five and six a need to review the relevance and user design of the learning content was evident. The VR environment was highly attractive across all school grades, suggesting that VR could be a feasible way to teach road safety and safe cycling for school children.DiscussionAlthough VLE and VR environment were attractive and fun to use, some users of VR experienced motion sickness. This would need to be considered and further examined before engaging a young learner in a VR learning environment. Several considerations are provided for teachers, practitioners, researchers, and designers seeking means to promote safe cycling for children.
{"title":"Studying the Use of Virtual Reality Learning Environments to Engage School Children in Safe Cycling Education","authors":"Jaakko Vuorio","doi":"10.1177/10468781241246566","DOIUrl":"https://doi.org/10.1177/10468781241246566","url":null,"abstract":"BackgroundThe promotion of cycling for children is beneficial from a health and environmental perspective, however road safety and awareness amongst this age group remain a considerable issue. As children are developing their cognitive and physical abilities, they are considered a high-risk group for injuries and fatalities on the roads. Virtual learning environments have demonstrated promising ways to engage children in learning about road risks and teach children about safe cycling.InterventionA web-based Virtual Learning Environment (VLE) and Virtual Reality (VR) environment was designed to offer a platform for schoolchildren to learn about safe cycling and to develop skills for them to better detect hazards in traffic. Both learning environments were used by 455 school children and 20 class teachers.MethodsFun toolkit methods, specifically designed for child participants were used to assess the design of the technology, and for teachers a qualitative survey to provide evidence around the use of both learning environments.ResultsResults suggest both learning environments were appealing for lower school grade participants. For grades five and six a need to review the relevance and user design of the learning content was evident. The VR environment was highly attractive across all school grades, suggesting that VR could be a feasible way to teach road safety and safe cycling for school children.DiscussionAlthough VLE and VR environment were attractive and fun to use, some users of VR experienced motion sickness. This would need to be considered and further examined before engaging a young learner in a VR learning environment. Several considerations are provided for teachers, practitioners, researchers, and designers seeking means to promote safe cycling for children.","PeriodicalId":47521,"journal":{"name":"SIMULATION & GAMING","volume":null,"pages":null},"PeriodicalIF":2.0,"publicationDate":"2024-05-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140932727","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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