Pub Date : 2024-02-26DOI: 10.1177/10468781241235754
Metin Besalti, Glenn Gordon Smith
BackgroundTeaching climate change is difficult. Its complexity spans many subjects, often taught disjointedly. Many climate change effects are not immediately observable, making it hard for students to connect to it personally.AimThis study investigates how we can spark high school students’ interest in learning about climate change using educational computer games.MethodWe adopted a qualitative case research design to understand how games boost students’ drive and their role in motivating them. We selected a high school teacher and her eight students as our subjects, interviewing them in person. We analyzed their responses were using Keller’s ARCS Theory of Motivation Model and blending deductive and inductive methods.ResultsThe findings were encouraging: games positively impacted students’ interest in climate change. They transformed the learning atmosphere into a concentrated, captivating space where the content was seen as tough yet enjoyable. Moreover, the games helped students make real-world connections, enhancing their understanding and appreciation of the topic.ConclusionEducational games are a powerful tool in motivating students to learn about climate change science. Hence, educators should be ready to harness the games’ power to create immersive, fun, and stimulating learning environments.
{"title":"High School Students’ Motivation to Learn Climate Change Science through Educational Computer Games","authors":"Metin Besalti, Glenn Gordon Smith","doi":"10.1177/10468781241235754","DOIUrl":"https://doi.org/10.1177/10468781241235754","url":null,"abstract":"BackgroundTeaching climate change is difficult. Its complexity spans many subjects, often taught disjointedly. Many climate change effects are not immediately observable, making it hard for students to connect to it personally.AimThis study investigates how we can spark high school students’ interest in learning about climate change using educational computer games.MethodWe adopted a qualitative case research design to understand how games boost students’ drive and their role in motivating them. We selected a high school teacher and her eight students as our subjects, interviewing them in person. We analyzed their responses were using Keller’s ARCS Theory of Motivation Model and blending deductive and inductive methods.ResultsThe findings were encouraging: games positively impacted students’ interest in climate change. They transformed the learning atmosphere into a concentrated, captivating space where the content was seen as tough yet enjoyable. Moreover, the games helped students make real-world connections, enhancing their understanding and appreciation of the topic.ConclusionEducational games are a powerful tool in motivating students to learn about climate change science. Hence, educators should be ready to harness the games’ power to create immersive, fun, and stimulating learning environments.","PeriodicalId":47521,"journal":{"name":"SIMULATION & GAMING","volume":"30 1","pages":""},"PeriodicalIF":2.0,"publicationDate":"2024-02-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139978076","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 : 2024-02-20DOI: 10.1177/10468781241231050
Sebastiaan L. van der Storm, Samira E.M. van Knippenberg, Anne M. Eskes, Marlies P. Schijven
BackgroundBeing able to care for and cope with one’s stoma adequately may significantly impact patient’s wellbeing. A well-designed mobile application (app) may improve and solve some of the difficulties patients encounter. This study aims to gain a better understanding of the problems patients face in ostomy care and to determine how to improve these problems by an app.MethodA qualitative study using six focus group interviews was conducted between March and April 2020. Patients with a stoma, representatives of patient associations and stoma-related healthcare providers participated to provide insights. A thematic content analysis method was used to analyse the transcripts.ResultsParticipants indicated that perioperative information could be improved, information should be applicable for all patients and the amount of stoma materials to be overwhelming. Moreover, the contact with fellow peers could be utilised more and it was unclear which healthcare provider should be contacted. All participants expected an app would be beneficial. The app should provide reliable and up-to-date information which is presented in a visually attractive manner, and facilitate peer contact in which patients can support each other.ConclusionAdequate self-care and coping is essential for patients’ quality of life. A personalised, mobile app may be promising to overcome some of the problems related to adequate self-provision of stoma care at home, improving self-efficacy and overall well-being.
{"title":"Supporting stoma patients’ self-efficacy with a mobile application - a focus group interview study","authors":"Sebastiaan L. van der Storm, Samira E.M. van Knippenberg, Anne M. Eskes, Marlies P. Schijven","doi":"10.1177/10468781241231050","DOIUrl":"https://doi.org/10.1177/10468781241231050","url":null,"abstract":"BackgroundBeing able to care for and cope with one’s stoma adequately may significantly impact patient’s wellbeing. A well-designed mobile application (app) may improve and solve some of the difficulties patients encounter. This study aims to gain a better understanding of the problems patients face in ostomy care and to determine how to improve these problems by an app.MethodA qualitative study using six focus group interviews was conducted between March and April 2020. Patients with a stoma, representatives of patient associations and stoma-related healthcare providers participated to provide insights. A thematic content analysis method was used to analyse the transcripts.ResultsParticipants indicated that perioperative information could be improved, information should be applicable for all patients and the amount of stoma materials to be overwhelming. Moreover, the contact with fellow peers could be utilised more and it was unclear which healthcare provider should be contacted. All participants expected an app would be beneficial. The app should provide reliable and up-to-date information which is presented in a visually attractive manner, and facilitate peer contact in which patients can support each other.ConclusionAdequate self-care and coping is essential for patients’ quality of life. A personalised, mobile app may be promising to overcome some of the problems related to adequate self-provision of stoma care at home, improving self-efficacy and overall well-being.","PeriodicalId":47521,"journal":{"name":"SIMULATION & GAMING","volume":"1 1","pages":""},"PeriodicalIF":2.0,"publicationDate":"2024-02-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139946105","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 : 2024-01-22DOI: 10.1177/10468781231223762
Hilda Hadan, Leah Zhang-Kennedy, Lennart Nacke, Ville Mäkelä
IntroductionIn recent years, cryptocurrency has increasingly sparked interest among investors. Many people have invested in this field without adequate knowledge. Existing research has shown that using game design elements can be an effective method of education. Such learning interventions can potentially be a good match for educating market investors, as they provide risk-free simulations for novice investors to gain practical experience without having to be concerned about real financial losses. However, it is unclear how market investors perceive gamified and game-based learning interventions and whether they would adopt them for cryptocurrency education.Research ObjectivesOur study investigated market investors’ perceptions, needs and expectations regarding the integration of gamification and game-based learning interventions in cryptocurrency education.MethodologyWe conducted an online survey with n=413 participants, including experienced market investors and people who are interested in cryptocurrency. Within the survey, we presented the mock-ups of two cryptocurrency learning interventions: a gamified cryptocurrency learning application, and a cryptocurrency learning video game.ResultsFrom market investors’ perspectives, our study revealed the benefits and drawbacks of incorporating gamification and game design principles to facilitate learning cryptocurrency. We identified the need to develop dynamic, accessible, reliable, and community-building gamified and game-based cryptocurrency learning interventions.ConclusionFrom our findings, we propose guidance for the integration of gamification and games in cryptocurrency education, and we provide design recommendations for investor-specific cryptocurrency learning interventions.
{"title":"Gamification and Gaming in Cryptocurrency Education: A Survey with Cryptocurrency Investors and Potential Investors","authors":"Hilda Hadan, Leah Zhang-Kennedy, Lennart Nacke, Ville Mäkelä","doi":"10.1177/10468781231223762","DOIUrl":"https://doi.org/10.1177/10468781231223762","url":null,"abstract":"IntroductionIn recent years, cryptocurrency has increasingly sparked interest among investors. Many people have invested in this field without adequate knowledge. Existing research has shown that using game design elements can be an effective method of education. Such learning interventions can potentially be a good match for educating market investors, as they provide risk-free simulations for novice investors to gain practical experience without having to be concerned about real financial losses. However, it is unclear how market investors perceive gamified and game-based learning interventions and whether they would adopt them for cryptocurrency education.Research ObjectivesOur study investigated market investors’ perceptions, needs and expectations regarding the integration of gamification and game-based learning interventions in cryptocurrency education.MethodologyWe conducted an online survey with n=413 participants, including experienced market investors and people who are interested in cryptocurrency. Within the survey, we presented the mock-ups of two cryptocurrency learning interventions: a gamified cryptocurrency learning application, and a cryptocurrency learning video game.ResultsFrom market investors’ perspectives, our study revealed the benefits and drawbacks of incorporating gamification and game design principles to facilitate learning cryptocurrency. We identified the need to develop dynamic, accessible, reliable, and community-building gamified and game-based cryptocurrency learning interventions.ConclusionFrom our findings, we propose guidance for the integration of gamification and games in cryptocurrency education, and we provide design recommendations for investor-specific cryptocurrency learning interventions.","PeriodicalId":47521,"journal":{"name":"SIMULATION & GAMING","volume":"86 1","pages":""},"PeriodicalIF":2.0,"publicationDate":"2024-01-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139946161","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 : 2023-11-08DOI: 10.1177/10468781231209484
Fredrik Rusk, Nicholas Taylor, Matilda Ståhl
Background This article focuses on communication in team-based esports, particularly in the ways that callouts enable players in team-based First-Person Shooters (FPS) to collaboratively link their own perception and awareness of in-game actions to that of their teammates. Callouts are short, community-based utterances that players use to communicate vital details of fast-paced action in competitive games. Aim We provide an empirically-based theorization of why callouts appear to be especially important in team-based FPS games, which, because of the limited fields of vision and split-second decision-making, require players to communicate what is happening to the others in the team as they navigate the game environment. Methods To describe this distributed perception, we borrow from studies on active military settings that term this seeing together as interperceptivity and employ ethnomethodology in our analysis of the minute details of players’ actions in the screen recordings as they extended their team’s collective perception and awareness of in-game activities and events. Results Through this paper, we contribute to the ongoing research on understanding communication and collaboration in team-based games. The callout sequences (and aligning actions) are orienting towards sharing individual perceptions for the (co)construction of an interperceptivity of in-game activities. Hence, callouts form a precondition for coordinated play. Conclusion The introduction of this concept to game studies can help in making sense of a key capability in networked team-based games; that is, how players collectively construct a situational awareness that encompasses teammates’ perception. Also, because of the essential role of callouts and interperceptivity in highly-skilled networked play, we point to some of the cultural contexts in which this practice is accomplished.
{"title":"The Social Accomplishment of Seeing Together in Networked Team Play","authors":"Fredrik Rusk, Nicholas Taylor, Matilda Ståhl","doi":"10.1177/10468781231209484","DOIUrl":"https://doi.org/10.1177/10468781231209484","url":null,"abstract":"Background This article focuses on communication in team-based esports, particularly in the ways that callouts enable players in team-based First-Person Shooters (FPS) to collaboratively link their own perception and awareness of in-game actions to that of their teammates. Callouts are short, community-based utterances that players use to communicate vital details of fast-paced action in competitive games. Aim We provide an empirically-based theorization of why callouts appear to be especially important in team-based FPS games, which, because of the limited fields of vision and split-second decision-making, require players to communicate what is happening to the others in the team as they navigate the game environment. Methods To describe this distributed perception, we borrow from studies on active military settings that term this seeing together as interperceptivity and employ ethnomethodology in our analysis of the minute details of players’ actions in the screen recordings as they extended their team’s collective perception and awareness of in-game activities and events. Results Through this paper, we contribute to the ongoing research on understanding communication and collaboration in team-based games. The callout sequences (and aligning actions) are orienting towards sharing individual perceptions for the (co)construction of an interperceptivity of in-game activities. Hence, callouts form a precondition for coordinated play. Conclusion The introduction of this concept to game studies can help in making sense of a key capability in networked team-based games; that is, how players collectively construct a situational awareness that encompasses teammates’ perception. Also, because of the essential role of callouts and interperceptivity in highly-skilled networked play, we point to some of the cultural contexts in which this practice is accomplished.","PeriodicalId":47521,"journal":{"name":"SIMULATION & GAMING","volume":"8 4","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-11-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135340864","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 : 2023-10-31DOI: 10.1177/10468781231211213
Georgina Guillen, Juho Hamari
Background Although gamified sustainable consumption apps (SCAs) have been on the rise, only a few have survived longer than two years. While most existing research focuses on how gamification contributes to engagement and the formation of more sustainable consumption habits, there is little about how their survival is secured. Intervention’s Purpose Twenty-one SCA creators shared their considerations and experiences managing SCAs, providing valuable insights into the field of gamified sustainable consumption and practical insights for their stakeholders. Methods Ideal-type and narrative analyses of the interviews unraveled some relevant survival strategies and lessons learned. Results The creators' motivation and background play a role in the app's survival. Their experiences exposed several aspects affecting their gamification strategies and their relevance for the apps, highlighting traps to avoid and opportunities to improve their standing in an increasingly competitive market. Discussion Most creators shared stories of “learn as you go,” presenting how the flexibility to adjust the apps' business models rather than the creators’ professional background is a critical success factor. Since their apps represent their understanding of sustainability, SCA creators should find practical and emotional ways to engage their users while considering the objectives of their apps. Conclusion Awareness of the risks and pitfalls when creating an SCA may not be enough for successfully undertaking this enterprise. The creators should be capable of strategically plan for all the activities that creating and managing an SCA convey even before the app is conceptualized.
{"title":"Live and Let Die - Battle Stories of Gamified Sustainable Consumption App Creators","authors":"Georgina Guillen, Juho Hamari","doi":"10.1177/10468781231211213","DOIUrl":"https://doi.org/10.1177/10468781231211213","url":null,"abstract":"Background Although gamified sustainable consumption apps (SCAs) have been on the rise, only a few have survived longer than two years. While most existing research focuses on how gamification contributes to engagement and the formation of more sustainable consumption habits, there is little about how their survival is secured. Intervention’s Purpose Twenty-one SCA creators shared their considerations and experiences managing SCAs, providing valuable insights into the field of gamified sustainable consumption and practical insights for their stakeholders. Methods Ideal-type and narrative analyses of the interviews unraveled some relevant survival strategies and lessons learned. Results The creators' motivation and background play a role in the app's survival. Their experiences exposed several aspects affecting their gamification strategies and their relevance for the apps, highlighting traps to avoid and opportunities to improve their standing in an increasingly competitive market. Discussion Most creators shared stories of “learn as you go,” presenting how the flexibility to adjust the apps' business models rather than the creators’ professional background is a critical success factor. Since their apps represent their understanding of sustainability, SCA creators should find practical and emotional ways to engage their users while considering the objectives of their apps. Conclusion Awareness of the risks and pitfalls when creating an SCA may not be enough for successfully undertaking this enterprise. The creators should be capable of strategically plan for all the activities that creating and managing an SCA convey even before the app is conceptualized.","PeriodicalId":47521,"journal":{"name":"SIMULATION & GAMING","volume":"81 6","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135863161","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 : 2023-10-18DOI: 10.1177/10468781231209697
André Czauderna, Sam von Gillern, Bradley Robinson
Background Over the past few years, there has been extensive discussion and research on social-emotional learning (SEL) in formal educational settings. However, there is limited research on SEL in informal learning contexts, including online sites such as gaming affinity spaces. Aim This qualitative study aimed to investigate the social-emotional competencies demonstrated by players in a Reddit discussion board focused on Elden Ring, a video game known for its challenging difficulty. Methods The study utilized theoretical qualitative thematic analysis on a focal thread at r/Eldenring. The thread had been upvoted over 18,000 times, included 2,363 comments encompassing 116,911 words, and had 997,765 readers when we extracted it for data analysis. Inductive codes were identified and grouped under preconceived themes based on the conceptual framework of the Collaborative for Academic, Social, and Emotional Learning (CASEL), which comprises five components: self-awareness, self-management, social awareness, relationship skills, and responsible decision-making. Findings The analysis revealed promising social-emotional competencies demonstrated by players across all five components of the CASEL framework. Players exhibited self-awareness by reflecting on their emotions and self-management by regulating their frustration and persevering through challenges. Social awareness was displayed by showing empathy and encouragement towards others, relationship skills by offering support and advice to fellow players, and responsible decision-making by analyzing situations, solving problems, and reflecting on gameplay experiences. Conclusion This study highlights the potential for informal SEL in gaming affinity spaces, as evidenced by players exhibiting social-emotional competencies during a Reddit discussion thread on Elden Ring. Future research should examine, among other aspects, the learning processes that facilitate the acquisition of social-emotional competencies in gaming affinity spaces and other informal learning environments, both online and offline. Additionally, special attention should be paid to the unique features of online platforms (like Reddit’s upvoting/downvoting) and their influence on users’ interactions and SEL.
{"title":"Informal Social-Emotional Learning in Gaming Affinity Spaces: Evidence From a Reddit Discussion Thread on Elden Ring","authors":"André Czauderna, Sam von Gillern, Bradley Robinson","doi":"10.1177/10468781231209697","DOIUrl":"https://doi.org/10.1177/10468781231209697","url":null,"abstract":"Background Over the past few years, there has been extensive discussion and research on social-emotional learning (SEL) in formal educational settings. However, there is limited research on SEL in informal learning contexts, including online sites such as gaming affinity spaces. Aim This qualitative study aimed to investigate the social-emotional competencies demonstrated by players in a Reddit discussion board focused on Elden Ring, a video game known for its challenging difficulty. Methods The study utilized theoretical qualitative thematic analysis on a focal thread at r/Eldenring. The thread had been upvoted over 18,000 times, included 2,363 comments encompassing 116,911 words, and had 997,765 readers when we extracted it for data analysis. Inductive codes were identified and grouped under preconceived themes based on the conceptual framework of the Collaborative for Academic, Social, and Emotional Learning (CASEL), which comprises five components: self-awareness, self-management, social awareness, relationship skills, and responsible decision-making. Findings The analysis revealed promising social-emotional competencies demonstrated by players across all five components of the CASEL framework. Players exhibited self-awareness by reflecting on their emotions and self-management by regulating their frustration and persevering through challenges. Social awareness was displayed by showing empathy and encouragement towards others, relationship skills by offering support and advice to fellow players, and responsible decision-making by analyzing situations, solving problems, and reflecting on gameplay experiences. Conclusion This study highlights the potential for informal SEL in gaming affinity spaces, as evidenced by players exhibiting social-emotional competencies during a Reddit discussion thread on Elden Ring. Future research should examine, among other aspects, the learning processes that facilitate the acquisition of social-emotional competencies in gaming affinity spaces and other informal learning environments, both online and offline. Additionally, special attention should be paid to the unique features of online platforms (like Reddit’s upvoting/downvoting) and their influence on users’ interactions and SEL.","PeriodicalId":47521,"journal":{"name":"SIMULATION & GAMING","volume":"20 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135883883","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 : 2023-09-29DOI: 10.1177/10468781231205667
Stefani Prima Dias Kristiana, Anna Maria Sri Asih, Andi Sudiarso
Background The study deals with evaluating the production system for manufacturing batik, then developing a scenario for improving the system. Purpose The study aims to point out the possibilities of computerized simulations in designing, testing, and exploring scenario models of real production plants of Small-Medium enterprises (SMEs). Method The research is carried out as a case study, using a simulation approach to achieve the objectives. This study uses three data collection techniques: direct observation, qualitative interviews, and time study. The simulated model of the system is the basis for building improvement strategies. Results The simulation model yields more than 70% of the overall process time mainly consisting of idle time and waiting for the operator. It leads to an inefficient production system. Significant differences in processing time and assigning operators to workstations that are unbalanced cause inefficiency. Although most of the time was not efficient, the average utilization of the operator was 63.96%. The system has a good operator’s utility level because the average total utility value is higher than idle time. The operators are also responsible for other tasks that were included in the simulation. Discussion The study proves that simulation is a very promising approach that allows industrial owners to mimic the production process and resource assignments within the model. The production efficiency with existing resources can be enhanced with the balancing procedure between the workstations and the operators. The suggested system runs on the concept of assigning operators with lower utility to processes with high WIP queues. The operator can interact with multiple workstations. The proposed model reduces the total time required to produce the batik. Contribution The simulation helps the analyzed organization to evaluate the efficiency of the manufacturing process. Changing the parameters in the model can generate new utilization and efficiency for the system.
{"title":"Designing Simulation to Improve Production Efficiency of Batik Industry","authors":"Stefani Prima Dias Kristiana, Anna Maria Sri Asih, Andi Sudiarso","doi":"10.1177/10468781231205667","DOIUrl":"https://doi.org/10.1177/10468781231205667","url":null,"abstract":"Background The study deals with evaluating the production system for manufacturing batik, then developing a scenario for improving the system. Purpose The study aims to point out the possibilities of computerized simulations in designing, testing, and exploring scenario models of real production plants of Small-Medium enterprises (SMEs). Method The research is carried out as a case study, using a simulation approach to achieve the objectives. This study uses three data collection techniques: direct observation, qualitative interviews, and time study. The simulated model of the system is the basis for building improvement strategies. Results The simulation model yields more than 70% of the overall process time mainly consisting of idle time and waiting for the operator. It leads to an inefficient production system. Significant differences in processing time and assigning operators to workstations that are unbalanced cause inefficiency. Although most of the time was not efficient, the average utilization of the operator was 63.96%. The system has a good operator’s utility level because the average total utility value is higher than idle time. The operators are also responsible for other tasks that were included in the simulation. Discussion The study proves that simulation is a very promising approach that allows industrial owners to mimic the production process and resource assignments within the model. The production efficiency with existing resources can be enhanced with the balancing procedure between the workstations and the operators. The suggested system runs on the concept of assigning operators with lower utility to processes with high WIP queues. The operator can interact with multiple workstations. The proposed model reduces the total time required to produce the batik. Contribution The simulation helps the analyzed organization to evaluate the efficiency of the manufacturing process. Changing the parameters in the model can generate new utilization and efficiency for the system.","PeriodicalId":47521,"journal":{"name":"SIMULATION & GAMING","volume":"79 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135246013","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 : 2023-09-11DOI: 10.1177/10468781231199262
Fiona van Schaik
Background This study explores what pre-service teachers identify as uncertainties within two climate board games and to what aspects of reality they relate these uncertainties, if at all. Should games be suitable resources for teaching topics related to climate change uncertainty, I expect pre-service teachers to (a) identify uncertainties within climate board games, and (b) relate these uncertainties to reality. Intervention To explore whether and how pre-service teachers identify and relate in-game uncertainties to reality, pre-service teachers played and discussed two climate board games ( Another Future and CATAN: Oil Springs Scenario). Methods A content analysis of pre-service teachers’ audio-recorded discussions about the games was conducted. First, a conventional content analysis indicated the uncertainties that they identified. Second, further analysis showed how the pre-service teachers related these uncertainties to reality. Results This study indicates that pre-service teachers identify various uncertainties from two different board games, including the occurrence/impact of catastrophes and the behaviour of players, who can ruin the game. In most cases, the pre-service teachers link these uncertainties to reality. Pre-service teachers discuss, for example, political dilemmas and interests, climate justice issues, challenges of and adaptation to possible catastrophes, and the significance of environmental activism. Discussion The research findings are discussed in relation to existing literature on uncertainty in climate change games. Teacher educators and teachers using games for education about climate change uncertainties are recommended to encourage dialogues about these uncertainties, use or take into account context, and consider games as tools for learning to live with climate change uncertainty.
{"title":"In-Game Uncertainties and Climate Change Challenges as Identified by Pre-Service Teachers","authors":"Fiona van Schaik","doi":"10.1177/10468781231199262","DOIUrl":"https://doi.org/10.1177/10468781231199262","url":null,"abstract":"Background This study explores what pre-service teachers identify as uncertainties within two climate board games and to what aspects of reality they relate these uncertainties, if at all. Should games be suitable resources for teaching topics related to climate change uncertainty, I expect pre-service teachers to (a) identify uncertainties within climate board games, and (b) relate these uncertainties to reality. Intervention To explore whether and how pre-service teachers identify and relate in-game uncertainties to reality, pre-service teachers played and discussed two climate board games ( Another Future and CATAN: Oil Springs Scenario). Methods A content analysis of pre-service teachers’ audio-recorded discussions about the games was conducted. First, a conventional content analysis indicated the uncertainties that they identified. Second, further analysis showed how the pre-service teachers related these uncertainties to reality. Results This study indicates that pre-service teachers identify various uncertainties from two different board games, including the occurrence/impact of catastrophes and the behaviour of players, who can ruin the game. In most cases, the pre-service teachers link these uncertainties to reality. Pre-service teachers discuss, for example, political dilemmas and interests, climate justice issues, challenges of and adaptation to possible catastrophes, and the significance of environmental activism. Discussion The research findings are discussed in relation to existing literature on uncertainty in climate change games. Teacher educators and teachers using games for education about climate change uncertainties are recommended to encourage dialogues about these uncertainties, use or take into account context, and consider games as tools for learning to live with climate change uncertainty.","PeriodicalId":47521,"journal":{"name":"SIMULATION & GAMING","volume":"15 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135980030","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 : 2023-07-26DOI: 10.1177/10468781231189493
Liam B. Cross, A. Piovesan, Micael Sousa, Peter Wright, Gray Atherton
Intro This paper reports the demographics of a large sample of board gamers and their in-game motivations and preferences. Methods We report the specific preferences of 1603 board gamers (i.e. preferred platform, mechanics, style, theme, player count and game length) and player demographics, i.e. age, gender, education level as well as neurodivergence in this population. Participants were sampled via board game groups and game distributor mailing lists. Results Findings confirmed previous assumptions that board gamers are primarily middle-aged, university/college-educated, white males. We show that most gamers identify as mid-core/core with a preference for shorter, competitive Euro games. They tend to prefer in-person play with 3-4 players. However, a sizeable portion of the sample did not fit this description, showing a more complex picture. Discussion Results describe the population's demographics and detailed description of gamers preferred, mechanics, themes, components, preferences and motivations. An anonymised version of this data set is provided alongside this work for game designers and academics to explore further and cross-reference relationships between demographics and preferences/motivations. Considering that a quarter of the sample were neurodivergent (i.e. reported at least one mental health or neurodevelopmental condition) the dataset could also help clinicians who use board games as interventional tools. We hope this dataset (https://osf.io/tu8yq) will be helpful to board game designers, clinicians, educators, teachers, therapists and researchers interested in utilising board games to make informed choices about which games they use.
{"title":"Your Move: An Open Access Dataset of Over 1500 Board Gamer’s Demographics, Preferences and Motivations","authors":"Liam B. Cross, A. Piovesan, Micael Sousa, Peter Wright, Gray Atherton","doi":"10.1177/10468781231189493","DOIUrl":"https://doi.org/10.1177/10468781231189493","url":null,"abstract":"Intro This paper reports the demographics of a large sample of board gamers and their in-game motivations and preferences. Methods We report the specific preferences of 1603 board gamers (i.e. preferred platform, mechanics, style, theme, player count and game length) and player demographics, i.e. age, gender, education level as well as neurodivergence in this population. Participants were sampled via board game groups and game distributor mailing lists. Results Findings confirmed previous assumptions that board gamers are primarily middle-aged, university/college-educated, white males. We show that most gamers identify as mid-core/core with a preference for shorter, competitive Euro games. They tend to prefer in-person play with 3-4 players. However, a sizeable portion of the sample did not fit this description, showing a more complex picture. Discussion Results describe the population's demographics and detailed description of gamers preferred, mechanics, themes, components, preferences and motivations. An anonymised version of this data set is provided alongside this work for game designers and academics to explore further and cross-reference relationships between demographics and preferences/motivations. Considering that a quarter of the sample were neurodivergent (i.e. reported at least one mental health or neurodevelopmental condition) the dataset could also help clinicians who use board games as interventional tools. We hope this dataset (https://osf.io/tu8yq) will be helpful to board game designers, clinicians, educators, teachers, therapists and researchers interested in utilising board games to make informed choices about which games they use.","PeriodicalId":47521,"journal":{"name":"SIMULATION & GAMING","volume":"54 1","pages":"554 - 575"},"PeriodicalIF":2.0,"publicationDate":"2023-07-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42164467","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}
京公网安备 11010802042870号
京ICP备2023020795号-1
扫码关注我们
求助内容：
应助结果提醒方式：