Pub Date : 2024-05-07DOI: 10.1177/10468781241252521
Anna Kienitz, Alexander Eitel, Marie-Christin Krebs
BackgroundStudent teachers commonly struggle to apply theoretical knowledge to their teaching. This theory-practice gap is a serious problem in teacher education. Over the past decade, simulations and serious games have been shown as an effective way to practice the transfer of theoretical knowledge in authentic settings of skill-use. Approximating theory-based teaching practice via repeated use of simulation games, thus, may be able to close the theory-practice gap in teacher education.AimWe aimed to assess whether repeatedly engaging with simulated teaching and theory-based feedback would improve student teachers’ teaching self-efficacy, transfer of theories into teaching situations and their perceived usefulness of theories.MethodN = 86 student teachers learned twice with either a digital simulation game depicting decision-making in the classroom (simulation condition) or with screenshots of the game (control condition). After each phase, student teachers received theory-based feedback about (their) teaching.ResultsAgainst our hypothesis, there were no changes in both conditions regarding student teachers’ teaching self-efficacy, perceived usefulness of theories for practice, or integration of theory-based arguments into practical reasoning. Nonetheless, we found positive effects for learning time and motivation favoring the simulation condition.ConclusionOur results point towards the motivating potential of simulation games that was, however, not sufficient to close the theory-practice gap. It seems that the theory-practice integration within the simulation game needs to be even stronger to reveal the desired effects, which needs to be subject to further research.
背景学生教师通常很难将理论知识应用于教学。这种理论与实践之间的差距是师范教育中的一个严重问题。在过去十年中，模拟和严肃游戏已被证明是在真实的技能使用环境中实践理论知识传授的有效方法。AimWe aimed to assess whether repeated engaging with simulated teaching and theory-based feedback would improve student teachers' teaching self-efficacy, transfer of theories into teaching situations and their perceived usefulness of theories.MethodN=86 student teachers learned twice with either a digital simulation game depicting decision-making in the classroom (simulation condition) or with screenshots of the game (control condition)。结果与我们的假设相反，在两种条件下，学生教师的教学自我效能感、理论对实践的有用性以及将理论论据融入实践推理方面都没有发生变化。尽管如此，我们发现模拟条件对学习时间和学习动机产生了积极影响。看来，模拟游戏中理论与实践的结合需要更加紧密，才能达到预期效果，这还需要进一步研究。
{"title":"Press START to Teach – Can Simulation Games Close the Theory-Practice Gap?","authors":"Anna Kienitz, Alexander Eitel, Marie-Christin Krebs","doi":"10.1177/10468781241252521","DOIUrl":"https://doi.org/10.1177/10468781241252521","url":null,"abstract":"BackgroundStudent teachers commonly struggle to apply theoretical knowledge to their teaching. This theory-practice gap is a serious problem in teacher education. Over the past decade, simulations and serious games have been shown as an effective way to practice the transfer of theoretical knowledge in authentic settings of skill-use. Approximating theory-based teaching practice via repeated use of simulation games, thus, may be able to close the theory-practice gap in teacher education.AimWe aimed to assess whether repeatedly engaging with simulated teaching and theory-based feedback would improve student teachers’ teaching self-efficacy, transfer of theories into teaching situations and their perceived usefulness of theories.MethodN = 86 student teachers learned twice with either a digital simulation game depicting decision-making in the classroom (simulation condition) or with screenshots of the game (control condition). After each phase, student teachers received theory-based feedback about (their) teaching.ResultsAgainst our hypothesis, there were no changes in both conditions regarding student teachers’ teaching self-efficacy, perceived usefulness of theories for practice, or integration of theory-based arguments into practical reasoning. Nonetheless, we found positive effects for learning time and motivation favoring the simulation condition.ConclusionOur results point towards the motivating potential of simulation games that was, however, not sufficient to close the theory-practice gap. It seems that the theory-practice integration within the simulation game needs to be even stronger to reveal the desired effects, which needs to be subject to further research.","PeriodicalId":47521,"journal":{"name":"SIMULATION & GAMING","volume":null,"pages":null},"PeriodicalIF":2.0,"publicationDate":"2024-05-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140933049","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 : 2024-05-02DOI: 10.1177/10468781241250064
Gary Collins Brata Winardy, Eva Septiana, Santy Yanuar Pranawati
BackgroundThis study explores the emotional experiences of players in online, text-based tabletop role-playing games (TTRPGs) and their potential impact on players. The goal is to understand the therapeutic and educational possibilities arising from these emotional experiences.MethodsThrough qualitative analysis, themes were identified based on participants' narratives. Eight participants who engaged in online, text-based TTRPGs were interviewed to gather data on their emotional experiences and effects outside the game.ResultThe study identified three main categories of emotions experienced by players: emotions related to the community, emotions associated with the game world and characters, and emotions linked to game mechanics. These emotions were found to impact players beyond the gaming environment, influenced by the players' emotional immersion. Additionally, the study revealed two distinct approaches to immersion among players and highlighted emotions as motivating factors for gameplay.DiscussionThe findings emphasize the role of TTRPGs in providing creative outlets, social interaction, and recreation, facilitating skill development, and broadening perspectives based on players' emotional experiences. Additionally, this study highlights the potential for immersion in online, text-based TTRPGs linked to therapeutic and educational uses.LimitationsThis study employs an in-depth phenomenological qualitative interview method. While this approach yields detailed and nuanced data, it may not provide extensive generalizability. Future research endeavors could benefit from more significant and diverse participant pools to enhance the understanding of emotional experiences in TTRPG players. Furthermore, exploring additional factors such as genres, narrative structures, and player-character relationships could offer more profound insights.ConclusionThis study demonstrates that online, text-based TTRPGs allow players to experience various emotions with implications beyond the game's boundaries. The findings suggest that interventions based on role-playing activities may benefit from the online text-based method due to its accessibility and lower barriers to entry.
{"title":"Emotional Experiences in Online, Text-Based Tabletop Role-Playing Games","authors":"Gary Collins Brata Winardy, Eva Septiana, Santy Yanuar Pranawati","doi":"10.1177/10468781241250064","DOIUrl":"https://doi.org/10.1177/10468781241250064","url":null,"abstract":"BackgroundThis study explores the emotional experiences of players in online, text-based tabletop role-playing games (TTRPGs) and their potential impact on players. The goal is to understand the therapeutic and educational possibilities arising from these emotional experiences.MethodsThrough qualitative analysis, themes were identified based on participants' narratives. Eight participants who engaged in online, text-based TTRPGs were interviewed to gather data on their emotional experiences and effects outside the game.ResultThe study identified three main categories of emotions experienced by players: emotions related to the community, emotions associated with the game world and characters, and emotions linked to game mechanics. These emotions were found to impact players beyond the gaming environment, influenced by the players' emotional immersion. Additionally, the study revealed two distinct approaches to immersion among players and highlighted emotions as motivating factors for gameplay.DiscussionThe findings emphasize the role of TTRPGs in providing creative outlets, social interaction, and recreation, facilitating skill development, and broadening perspectives based on players' emotional experiences. Additionally, this study highlights the potential for immersion in online, text-based TTRPGs linked to therapeutic and educational uses.LimitationsThis study employs an in-depth phenomenological qualitative interview method. While this approach yields detailed and nuanced data, it may not provide extensive generalizability. Future research endeavors could benefit from more significant and diverse participant pools to enhance the understanding of emotional experiences in TTRPG players. Furthermore, exploring additional factors such as genres, narrative structures, and player-character relationships could offer more profound insights.ConclusionThis study demonstrates that online, text-based TTRPGs allow players to experience various emotions with implications beyond the game's boundaries. The findings suggest that interventions based on role-playing activities may benefit from the online text-based method due to its accessibility and lower barriers to entry.","PeriodicalId":47521,"journal":{"name":"SIMULATION & GAMING","volume":null,"pages":null},"PeriodicalIF":2.0,"publicationDate":"2024-05-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140836125","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 : 2024-04-29DOI: 10.1177/10468781241248705
Vinicius Marino Carvalho
BackgroundSimulations, ludic or otherwise, have so far struggled to gain a foothold in mainstream historiography. Some authors suggest there may be fundamental incompatibilities between history and the language of simulations and scholarly games. Others believe that designing, employing, and validating historical simulations may be simply too costly and/or labor-intensive to justify their widespread adoption.InterventionThis paper intends to identify points of friction between historiography and simulation-based research and suggest practical solutions to these issues.MethodsMy discussion is based on the description and analysis of a case study, the ThomondSim/ The Triumphs of Turlough research project. The initiative consisted of the development and application of an agent-based computational model (ABM) and a scholarly board game to investigate the possible associations between economic, environmental, and military hazards in 13th and 14th centuries Ireland.Results and DiscussionEnsuring the simulations matched historical evidence to a standard deemed acceptable by the historiographical community limited their phase space, compromising their capacity to explore emergent phenomena. The intricacy of the underlying conceptual model suited the ABM better than the board game, which struggled to reconcile complexity with good game design practices. The board game, however, proved to be an effective validating tool for the ABM.Limitations and Suggestions for Further ResearchThe project espoused an overt simulation- and game-centric approach, paying little attention to unguided play. Recent literature suggests that fostering, rather than hindering, playful exploration could address some of the pitfalls identified by this project.ConclusionPlay could be a means of reconciliation between simulational, ludic, and historiographical practices. However, to ensure that projects adhere to epistemic standards, it is recommended that a methodology is developed to integrate it into research in ways that can be tested and evaluated.
{"title":"Towards a Reconciliation Between Simulational, Ludic, and Historiographical Practices in Research","authors":"Vinicius Marino Carvalho","doi":"10.1177/10468781241248705","DOIUrl":"https://doi.org/10.1177/10468781241248705","url":null,"abstract":"BackgroundSimulations, ludic or otherwise, have so far struggled to gain a foothold in mainstream historiography. Some authors suggest there may be fundamental incompatibilities between history and the language of simulations and scholarly games. Others believe that designing, employing, and validating historical simulations may be simply too costly and/or labor-intensive to justify their widespread adoption.InterventionThis paper intends to identify points of friction between historiography and simulation-based research and suggest practical solutions to these issues.MethodsMy discussion is based on the description and analysis of a case study, the ThomondSim/ The Triumphs of Turlough research project. The initiative consisted of the development and application of an agent-based computational model (ABM) and a scholarly board game to investigate the possible associations between economic, environmental, and military hazards in 13th and 14th centuries Ireland.Results and DiscussionEnsuring the simulations matched historical evidence to a standard deemed acceptable by the historiographical community limited their phase space, compromising their capacity to explore emergent phenomena. The intricacy of the underlying conceptual model suited the ABM better than the board game, which struggled to reconcile complexity with good game design practices. The board game, however, proved to be an effective validating tool for the ABM.Limitations and Suggestions for Further ResearchThe project espoused an overt simulation- and game-centric approach, paying little attention to unguided play. Recent literature suggests that fostering, rather than hindering, playful exploration could address some of the pitfalls identified by this project.ConclusionPlay could be a means of reconciliation between simulational, ludic, and historiographical practices. However, to ensure that projects adhere to epistemic standards, it is recommended that a methodology is developed to integrate it into research in ways that can be tested and evaluated.","PeriodicalId":47521,"journal":{"name":"SIMULATION & GAMING","volume":null,"pages":null},"PeriodicalIF":2.0,"publicationDate":"2024-04-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140835920","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 : 2024-04-20DOI: 10.1177/10468781241248821
Rachel L. Elkin, Jeff M. Beaubien, Nathaniel Damaghi, Todd P. Chang, David O. Kessler
BackgroundRecent advances in non-invasive physiologic monitoring leverage machine learning to provide unobtrusive, real-time assessments of a learner’s cognitive load (CL) as they engage in specific tasks. However, the performance characteristics of these novel composite physiologic CL measures are incompletely understood.ObjectivesWe aimed to 1) explore the feasibility of measuring CL in real time using physiologically-derived inputs; 2) evaluate the performance characteristics of a novel composite CL measure during simulated virtual reality resuscitations; and 3) understand how this measure compares to traditional, self-reported measures of CL.MethodsNovice (PGY1-2 pediatric residents) and expert (pediatric emergency medicine fellows and attendings) participants completed four virtual reality simulations as team leader. The scenario content (status epilepticus versus anaphylaxis) and level of distraction (high versus low) were manipulated. Cognitive load was measured in all participants using electroencephalography and electrocardiography data (“real-time CL”) as well as through self-report (NASA-TLX). Scenario performance also was measured.ResultsComplete data were available for 6 experts and 6 novices. Experts generally had lower CL than novices on both measures. Both measures localized the most significant differences between groups to the anaphylaxis scenarios (real-time CL [low-distraction] Cohen’s d -1.33 [95% CI -.2.56, -0.03] and self-reported CL [high-distraction] Cohen’s d -1.41 [95% CI -2.67, -0.10]). No consistent differences were seen with respect to level of distraction. Performance was similar between the two groups, though both exhibited fewer errors over time (F(3,48) = 5.75, p = .002).ConclusionIt is feasible to unobtrusively measure cognitive load in real time during virtual reality simulations. There was convergence between the two CL measures: in both, experts had lower CL than novices, with the most significant effect size differences in the more challenging anaphylaxis scenarios.
背景无创生理监测领域的最新进展是利用机器学习对学习者在完成特定任务时的认知负荷（CL）进行无干扰的实时评估。我们的目的是：1）探索使用生理输入实时测量认知负荷的可行性；2）评估在模拟虚拟现实复苏过程中新型复合认知负荷测量方法的性能特征；3）了解该测量方法与传统的自我报告认知负荷测量方法的比较。模拟场景的内容（癫痫状态与过敏性休克）和分散注意力的程度（高与低）均有不同。使用脑电图和心电图数据（"实时 CL"）以及自我报告（NASA-TLX）对所有参与者的认知负荷进行了测量。此外，还对情景表现进行了测量。在这两项测量中，专家的 CL 值普遍低于新手。在过敏性休克情景中，两组之间的差异最为显著（实时 CL [低分心] Cohen's d -1.33 [95% CI -.2.56, -0.03]和自我报告 CL [高分心] Cohen's d -1.41 [95% CI -2.67, -0.10]）。分散注意力水平方面没有发现一致的差异。两组的表现相似，但随着时间的推移，两组都表现出较少的错误（F(3,48) = 5.75, p = .002）。两种认知负荷测量之间存在趋同性：在这两种测量中，专家的认知负荷均低于新手，在更具挑战性的过敏性休克情景中，效应大小差异最为显著。
{"title":"Dynamic Cognitive Load Assessment in Virtual Reality","authors":"Rachel L. Elkin, Jeff M. Beaubien, Nathaniel Damaghi, Todd P. Chang, David O. Kessler","doi":"10.1177/10468781241248821","DOIUrl":"https://doi.org/10.1177/10468781241248821","url":null,"abstract":"BackgroundRecent advances in non-invasive physiologic monitoring leverage machine learning to provide unobtrusive, real-time assessments of a learner’s cognitive load (CL) as they engage in specific tasks. However, the performance characteristics of these novel composite physiologic CL measures are incompletely understood.ObjectivesWe aimed to 1) explore the feasibility of measuring CL in real time using physiologically-derived inputs; 2) evaluate the performance characteristics of a novel composite CL measure during simulated virtual reality resuscitations; and 3) understand how this measure compares to traditional, self-reported measures of CL.MethodsNovice (PGY1-2 pediatric residents) and expert (pediatric emergency medicine fellows and attendings) participants completed four virtual reality simulations as team leader. The scenario content (status epilepticus versus anaphylaxis) and level of distraction (high versus low) were manipulated. Cognitive load was measured in all participants using electroencephalography and electrocardiography data (“real-time CL”) as well as through self-report (NASA-TLX). Scenario performance also was measured.ResultsComplete data were available for 6 experts and 6 novices. Experts generally had lower CL than novices on both measures. Both measures localized the most significant differences between groups to the anaphylaxis scenarios (real-time CL [low-distraction] Cohen’s d -1.33 [95% CI -.2.56, -0.03] and self-reported CL [high-distraction] Cohen’s d -1.41 [95% CI -2.67, -0.10]). No consistent differences were seen with respect to level of distraction. Performance was similar between the two groups, though both exhibited fewer errors over time (F<jats:sub>(3,48)</jats:sub> = 5.75, p = .002).ConclusionIt is feasible to unobtrusively measure cognitive load in real time during virtual reality simulations. There was convergence between the two CL measures: in both, experts had lower CL than novices, with the most significant effect size differences in the more challenging anaphylaxis scenarios.","PeriodicalId":47521,"journal":{"name":"SIMULATION & GAMING","volume":null,"pages":null},"PeriodicalIF":2.0,"publicationDate":"2024-04-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140631109","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 : 2024-04-02DOI: 10.1177/10468781241242925
Ariana Modirrousta-Galian, Toby Prike, Philip A. Higham, Martin Hinsch, Sarah Nurse, Souhila Belabbas, Jakub Bijak
BackgroundIn this paper, we explore the potential of games to collect empirical data for informing agent-based simulation models of migration. To examine the usefulness of game-based approaches, we conducted a simple, yet carefully designed psychological experiment.MethodsIn a preregistered study, we used a novel, immersive experimental setting to investigate the risky migration decisions made by migrants and non-migrants. Participants (284 migrants and 284 non-migrants) played a choice-based interactive fiction game—a fully text-based game where players progress by selecting from a list of possible actions—that involved making three risky migration decisions. In one condition, participants were shown a non-linear progress bar and explicit acknowledgements of the choices they made to promote perceived agency: the feeling that one’s actions have a non-trivial impact on the game. In the other condition, the progress bar was linear, and the explicit acknowledgements were omitted.ResultsOur experimental manipulation was successful; participants in the former condition self-reported higher perceived agency than participants in the latter condition, as did migrants compared to non-migrants. Nevertheless, condition and migrant status did not meaningfully affect the risky migration decisions participants made in the game.ConclusionThese findings indicate that the results of generic studies on risky migration decisions conducted on non-migrants can potentially inform simulation models of migration. However, these findings were obtained from a single experiment, and thus warrant replication and further research before definitive conclusions can be drawn. Furthermore, a simple text-based game may be too superficial to allow deep insights into the idiosyncrasies of migration decision-making. This suggests a possible trade-off between clear interpretability of the results and the usefulness for informing simulation models of complex social processes, such as migration.
{"title":"Exploring the Potential of Using a Text-Based Game to Inform Simulation Models of Risky Migration Decisions","authors":"Ariana Modirrousta-Galian, Toby Prike, Philip A. Higham, Martin Hinsch, Sarah Nurse, Souhila Belabbas, Jakub Bijak","doi":"10.1177/10468781241242925","DOIUrl":"https://doi.org/10.1177/10468781241242925","url":null,"abstract":"BackgroundIn this paper, we explore the potential of games to collect empirical data for informing agent-based simulation models of migration. To examine the usefulness of game-based approaches, we conducted a simple, yet carefully designed psychological experiment.MethodsIn a preregistered study, we used a novel, immersive experimental setting to investigate the risky migration decisions made by migrants and non-migrants. Participants (284 migrants and 284 non-migrants) played a choice-based interactive fiction game—a fully text-based game where players progress by selecting from a list of possible actions—that involved making three risky migration decisions. In one condition, participants were shown a non-linear progress bar and explicit acknowledgements of the choices they made to promote perceived agency: the feeling that one’s actions have a non-trivial impact on the game. In the other condition, the progress bar was linear, and the explicit acknowledgements were omitted.ResultsOur experimental manipulation was successful; participants in the former condition self-reported higher perceived agency than participants in the latter condition, as did migrants compared to non-migrants. Nevertheless, condition and migrant status did not meaningfully affect the risky migration decisions participants made in the game.ConclusionThese findings indicate that the results of generic studies on risky migration decisions conducted on non-migrants can potentially inform simulation models of migration. However, these findings were obtained from a single experiment, and thus warrant replication and further research before definitive conclusions can be drawn. Furthermore, a simple text-based game may be too superficial to allow deep insights into the idiosyncrasies of migration decision-making. This suggests a possible trade-off between clear interpretability of the results and the usefulness for informing simulation models of complex social processes, such as migration.","PeriodicalId":47521,"journal":{"name":"SIMULATION & GAMING","volume":null,"pages":null},"PeriodicalIF":2.0,"publicationDate":"2024-04-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140568148","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 : 2024-03-14DOI: 10.1177/10468781241236688
Karen L. Blackmore, Shamus P. Smith, Jacqueline D. Bailey, Benjamin Krynski
BackgroundThe addition of biofeedback and artificial intelligence (AI) in simulation training and serious games has shown promising results in improving the effectiveness of training and can lead to increased engagement, motivation, and retention of information. This systematic literature review explores the integration of biofeedback and artificial intelligence into eXtended reality (XR) training scenarios and is the first review to provide a consolidated overview of applied biofeedback and AI technologies in this area.MethodThis review was conducted using keywords related to biofeedback, AI, XR, and training and included papers that: contained the use of biofeedback and AI in XR training scenarios; reported on at least one outcome related to training effectiveness; were published in English; were peer-reviewed; date from 1 January 2016 – 7 February 2022.ResultsThe results indicate that many studies collect two or more biosignals using a single biosensing device. This is particularly relevant in applied settings, where ease of use and minimal interference in training/education activities is desired. Also, that light, portable devices such as wrist bands, wireless straps, or headbands are preferred. Additionally, eye tracking, electrodermal activity (EDA), and photoplethysmograms (PPG) present as particularly useful biomarkers of stress and/or cognitive load in XR training contexts. A wide variety of machine learning (ML) approaches were used to support biofeedback systems in XR environments. However, a limited number of studies employed real-time analysis of biosignals (just 1% of studies) which indicates current challenges in implementing such systems.ConclusionThe majority of papers meeting the selection criteria were from the fields of education and healthcare. Further research in other domains, such as defense and general industry, is needed to gain a comprehensive understanding of the potential for biofeedback and AI integration in XR training scenarios used in these domains.
{"title":"Integrating Biofeedback and Artificial Intelligence into eXtended Reality Training Scenarios: A Systematic Literature Review","authors":"Karen L. Blackmore, Shamus P. Smith, Jacqueline D. Bailey, Benjamin Krynski","doi":"10.1177/10468781241236688","DOIUrl":"https://doi.org/10.1177/10468781241236688","url":null,"abstract":"BackgroundThe addition of biofeedback and artificial intelligence (AI) in simulation training and serious games has shown promising results in improving the effectiveness of training and can lead to increased engagement, motivation, and retention of information. This systematic literature review explores the integration of biofeedback and artificial intelligence into eXtended reality (XR) training scenarios and is the first review to provide a consolidated overview of applied biofeedback and AI technologies in this area.MethodThis review was conducted using keywords related to biofeedback, AI, XR, and training and included papers that: contained the use of biofeedback and AI in XR training scenarios; reported on at least one outcome related to training effectiveness; were published in English; were peer-reviewed; date from 1 January 2016 – 7 February 2022.ResultsThe results indicate that many studies collect two or more biosignals using a single biosensing device. This is particularly relevant in applied settings, where ease of use and minimal interference in training/education activities is desired. Also, that light, portable devices such as wrist bands, wireless straps, or headbands are preferred. Additionally, eye tracking, electrodermal activity (EDA), and photoplethysmograms (PPG) present as particularly useful biomarkers of stress and/or cognitive load in XR training contexts. A wide variety of machine learning (ML) approaches were used to support biofeedback systems in XR environments. However, a limited number of studies employed real-time analysis of biosignals (just 1% of studies) which indicates current challenges in implementing such systems.ConclusionThe majority of papers meeting the selection criteria were from the fields of education and healthcare. Further research in other domains, such as defense and general industry, is needed to gain a comprehensive understanding of the potential for biofeedback and AI integration in XR training scenarios used in these domains.","PeriodicalId":47521,"journal":{"name":"SIMULATION & GAMING","volume":null,"pages":null},"PeriodicalIF":2.0,"publicationDate":"2024-03-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140154236","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 : 2024-03-04DOI: 10.1177/10468781241237545
Henrik Nuutinen, Ville Bister, Virve Koljonen
IntroductionThe aim of the study was to evaluate undergraduate medical students’ knowledge and self-confidence to perform abscess incision after virtual reality-simulation or video lecture. Pre and post-knowledge assessment was conducted.Materials and MethodsThis was a multicentre randomised controlled trial from October 2021 to January 2022. The study was carried out at two universities providing medical education. Undergraduate medical students were randomized into either fully immersive head mounted display virtual reality-simulation (VR) or video lecture. Pre- and post-learning surveys probed self-confidence and student’s own assessment of competence. Participants were third-, fourth- and fifth-year medical students from the University of Eastern Finland and the University of Helsinki. All students were sent an email informing them of the opportunity to participate in this voluntary study. All willing students were included in the study.Results42 medical students participated in the study. Most were fourth year medical students, 52% of the participants had previously used VR in some context and the mean age of participants was around 25 years. Both methods increased knowledge and self-confidence equally. In VR subgroup, those with technical support available experienced greater learning than those without.ConclusionsInterestingly, in the present study, both VR and video lecture increased knowledge and professional self-confidence equally.
{"title":"Virtual Reality simulation and Video Lecture are Equally Effective in Abscess Incision Training: A Multicentre Randomised Controlled Trial","authors":"Henrik Nuutinen, Ville Bister, Virve Koljonen","doi":"10.1177/10468781241237545","DOIUrl":"https://doi.org/10.1177/10468781241237545","url":null,"abstract":"IntroductionThe aim of the study was to evaluate undergraduate medical students’ knowledge and self-confidence to perform abscess incision after virtual reality-simulation or video lecture. Pre and post-knowledge assessment was conducted.Materials and MethodsThis was a multicentre randomised controlled trial from October 2021 to January 2022. The study was carried out at two universities providing medical education. Undergraduate medical students were randomized into either fully immersive head mounted display virtual reality-simulation (VR) or video lecture. Pre- and post-learning surveys probed self-confidence and student’s own assessment of competence. Participants were third-, fourth- and fifth-year medical students from the University of Eastern Finland and the University of Helsinki. All students were sent an email informing them of the opportunity to participate in this voluntary study. All willing students were included in the study.Results42 medical students participated in the study. Most were fourth year medical students, 52% of the participants had previously used VR in some context and the mean age of participants was around 25 years. Both methods increased knowledge and self-confidence equally. In VR subgroup, those with technical support available experienced greater learning than those without.ConclusionsInterestingly, in the present study, both VR and video lecture increased knowledge and professional self-confidence equally.","PeriodicalId":47521,"journal":{"name":"SIMULATION & GAMING","volume":null,"pages":null},"PeriodicalIF":2.0,"publicationDate":"2024-03-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140032933","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 : 2024-03-04DOI: 10.1177/10468781241236706
Laura Selänne, Miko Pasanen, Funda Aslan, Anni Pakarinen
ObjectivesThis study aimed to evaluate the effectiveness of the digital and gamified WellWe intervention on parental self-efficacy for healthy behaviours and mindfulness in parenting at the comprehensive health checks of 4-year-old children.MethodsTwo-arm cluster, randomised, controlled trial with a 4-month follow-up.The data were collected from parents of 4-year-old children. Cluster randomisation was done at the municipality level. Fifteen child health clinics within 4 municipalities located in Southwest Finland were randomly allocated to either an intervention (WellWe intervention) or a control group (usual care). The outcome measures included the Parental Self-Efficacy for Healthy Behaviours (PDAP) and Mindfulness in Parenting (MIPQ) questionnaires. Data were collected at baseline, after the intervention and at the 4-month follow-up.ResultsInitially a total of 110 parents (50 in the intervention and 60 in the control group) participated in the study. At the end of the study, there were 33 parents involved, with 12 in the intervention group and 21 in the control group. Parental self-efficacy and mindfulness in parenting showed no statistically significant difference between the groups or within the groups at the different time points.ConclusionsThe results of the study showed no difference between the intervention and the usual care. The commitment of the subjects was lower than expected. The intervention could be improved by placing a greater focus on engaging and motivating both families and public health nurses (PHNs). Therefore, when refining the intervention further, it's important to involve the target group more actively in the design of both content and delivery.
{"title":"Gamified Intervention for Health Promotion of Families in Child Health Clinics — A Cluster Randomised Trial","authors":"Laura Selänne, Miko Pasanen, Funda Aslan, Anni Pakarinen","doi":"10.1177/10468781241236706","DOIUrl":"https://doi.org/10.1177/10468781241236706","url":null,"abstract":"ObjectivesThis study aimed to evaluate the effectiveness of the digital and gamified WellWe intervention on parental self-efficacy for healthy behaviours and mindfulness in parenting at the comprehensive health checks of 4-year-old children.MethodsTwo-arm cluster, randomised, controlled trial with a 4-month follow-up.The data were collected from parents of 4-year-old children. Cluster randomisation was done at the municipality level. Fifteen child health clinics within 4 municipalities located in Southwest Finland were randomly allocated to either an intervention (WellWe intervention) or a control group (usual care). The outcome measures included the Parental Self-Efficacy for Healthy Behaviours (PDAP) and Mindfulness in Parenting (MIPQ) questionnaires. Data were collected at baseline, after the intervention and at the 4-month follow-up.ResultsInitially a total of 110 parents (50 in the intervention and 60 in the control group) participated in the study. At the end of the study, there were 33 parents involved, with 12 in the intervention group and 21 in the control group. Parental self-efficacy and mindfulness in parenting showed no statistically significant difference between the groups or within the groups at the different time points.ConclusionsThe results of the study showed no difference between the intervention and the usual care. The commitment of the subjects was lower than expected. The intervention could be improved by placing a greater focus on engaging and motivating both families and public health nurses (PHNs). Therefore, when refining the intervention further, it's important to involve the target group more actively in the design of both content and delivery.","PeriodicalId":47521,"journal":{"name":"SIMULATION & GAMING","volume":null,"pages":null},"PeriodicalIF":2.0,"publicationDate":"2024-03-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140032759","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 : 2024-02-29DOI: 10.1177/10468781241234131
Vinod Dumblekar, Suresh Paul Antony, Upinder Dhar
BackgroundOpenness to experience (OTE) is one of the Big Five traits that describe the personality of the individual. Player satisfaction (Satisfaction) is composed of the factors of excitement, challenge, learning experience, team victory and self-discovery in a simulation game. OTE and Satisfaction appear to have a symbiotic relationship that feeds on their characteristics and outcomes. This study is undertaken to understand the relationship between OTE and Satisfaction in a simulation game.Objectives of the StudyThe objectives are to develop a scale of OTE in the context of a simulation game, to identify the factors of OTE and to study the interactive effects of OTE and Satisfaction and their factors.MethodsAn instrument of 40 statements was administered to 190 post-graduate management students at the end of a brand-related simulation game. It had 12 statements that represented OTE and 28 statements of the Satisfaction scale. The data was purified and processed for factor analysis; the variables and their factors were subjected to correlation and regression.ResultsTwo OTE factors, each of eigenvalue greater than one, were extracted and named search for novelty and passion to know.DiscussionThe conclusions of this study may be generalisable only to sample profiles that are most similar to the study sample, but not to other contexts due to the ambiguous effect of personality, contexts and cultures on the study variables. The strong positive correlations between OTE, Satisfaction and their factors show their bases in a common platform, i.e. the experience of the simulation game. The search for novelty predicts Satisfaction more powerfully than OTE predicts Satisfaction. Self-discovery, learning experience and excitement affect OTE positively and more powerfully than challenge, team victory or Satisfaction. Further studies of passion, intrinsic motivation and self-efficacy may enhance our understanding of their impact on Satisfaction.
{"title":"Openness to Experience and Player Satisfaction in a Simulation Game","authors":"Vinod Dumblekar, Suresh Paul Antony, Upinder Dhar","doi":"10.1177/10468781241234131","DOIUrl":"https://doi.org/10.1177/10468781241234131","url":null,"abstract":"BackgroundOpenness to experience (OTE) is one of the Big Five traits that describe the personality of the individual. Player satisfaction (Satisfaction) is composed of the factors of excitement, challenge, learning experience, team victory and self-discovery in a simulation game. OTE and Satisfaction appear to have a symbiotic relationship that feeds on their characteristics and outcomes. This study is undertaken to understand the relationship between OTE and Satisfaction in a simulation game.Objectives of the StudyThe objectives are to develop a scale of OTE in the context of a simulation game, to identify the factors of OTE and to study the interactive effects of OTE and Satisfaction and their factors.MethodsAn instrument of 40 statements was administered to 190 post-graduate management students at the end of a brand-related simulation game. It had 12 statements that represented OTE and 28 statements of the Satisfaction scale. The data was purified and processed for factor analysis; the variables and their factors were subjected to correlation and regression.ResultsTwo OTE factors, each of eigenvalue greater than one, were extracted and named search for novelty and passion to know.DiscussionThe conclusions of this study may be generalisable only to sample profiles that are most similar to the study sample, but not to other contexts due to the ambiguous effect of personality, contexts and cultures on the study variables. The strong positive correlations between OTE, Satisfaction and their factors show their bases in a common platform, i.e. the experience of the simulation game. The search for novelty predicts Satisfaction more powerfully than OTE predicts Satisfaction. Self-discovery, learning experience and excitement affect OTE positively and more powerfully than challenge, team victory or Satisfaction. Further studies of passion, intrinsic motivation and self-efficacy may enhance our understanding of their impact on Satisfaction.","PeriodicalId":47521,"journal":{"name":"SIMULATION & GAMING","volume":null,"pages":null},"PeriodicalIF":2.0,"publicationDate":"2024-02-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140019346","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 : 2024-02-27DOI: 10.1177/10468781241234812
M. Laura Angelini, Roberta Diamanti, Remedios Aguilar-Moya
BackgroundSimulation methodology in teacher education offers a wide range of practice opportunities in a controlled environment. However, even though not much has been written about the benefits of simulation in teacher training, even less has been said about the difficulties perceived by the participants in doing simulation.MethodIn this study we conducted an exploratory longitudinal study which includes 205 postgraduate participants scattered around the globe who took part in a computer mediated simulation in the years 2019 to 2022 as an assessment tool in a master’s degree for teacher education. Aside from the positive impact on learning, which has already been disseminated (autor1), some recurring difficulties have been identified and presented in this study. A mixed analysis is performed based on the triangulation between qualitative and quantitative approaches. The qualitative data were analysed using a qualitative content analysis method through an open question about participants’ perceptions post-treatment, video recordings and individual final reports. The quantitative data was gathered through a Likert-type questionnaire and analysed using statistical methods.FindingsFindings indicate that (1) simulation entails several concerns about task overload and time consumption along with lack of understanding of what the simulation phases involve (learning focus vs performance focus); and (2) simulation can cause uneasiness and anxiety related to the use of technological devices and teamwork.ContributionsThus, these results have several implications for research, theory and practice when it comes to applying simulation as a pedagogical strategy.
{"title":"Predictive Factors for Difficulty in Simulation Methodology in Teacher Education","authors":"M. Laura Angelini, Roberta Diamanti, Remedios Aguilar-Moya","doi":"10.1177/10468781241234812","DOIUrl":"https://doi.org/10.1177/10468781241234812","url":null,"abstract":"BackgroundSimulation methodology in teacher education offers a wide range of practice opportunities in a controlled environment. However, even though not much has been written about the benefits of simulation in teacher training, even less has been said about the difficulties perceived by the participants in doing simulation.MethodIn this study we conducted an exploratory longitudinal study which includes 205 postgraduate participants scattered around the globe who took part in a computer mediated simulation in the years 2019 to 2022 as an assessment tool in a master’s degree for teacher education. Aside from the positive impact on learning, which has already been disseminated (autor1), some recurring difficulties have been identified and presented in this study. A mixed analysis is performed based on the triangulation between qualitative and quantitative approaches. The qualitative data were analysed using a qualitative content analysis method through an open question about participants’ perceptions post-treatment, video recordings and individual final reports. The quantitative data was gathered through a Likert-type questionnaire and analysed using statistical methods.FindingsFindings indicate that (1) simulation entails several concerns about task overload and time consumption along with lack of understanding of what the simulation phases involve (learning focus vs performance focus); and (2) simulation can cause uneasiness and anxiety related to the use of technological devices and teamwork.ContributionsThus, these results have several implications for research, theory and practice when it comes to applying simulation as a pedagogical strategy.","PeriodicalId":47521,"journal":{"name":"SIMULATION & GAMING","volume":null,"pages":null},"PeriodicalIF":2.0,"publicationDate":"2024-02-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140025456","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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