Pub Date : 2023-02-16DOI: 10.1177/10468781231156187
T. Kessner, Luis E. Pérez Cortés
Background Videogames are widely considered effective learning environments, with powerful lessons relevant to those who design teaching and learning experiences. Violent videogames, however, are often left out of such conversations. Intervention In this context, we examine Call of Duty: Modern Warfare (MW) as a violent videogame that might suggest design principles useful for effecting emotional experiences, a key element to the formation of memories and therefore learning. Methods Through narrative description of two missions from MW and interleaved discussion of its mechanics, we contend even violent videogames might inform the design of interactive learning experiences. Results We highlight how MW ’s mechanics (a) are designed to constrain player’s actions to facilitate visceral experiences, while being (b) thoughtfully juxtaposed with typical first-person shooter mechanics, to (c) create opportunities to develop what we call civic empathy , the ability to understand—even share to some extent—the feelings of another person with whom one shares a common affiliation with and responsibility to one or more social groups. We also highlight the concept of global civic empathy , in which one includes the world’s citizens as co-members of a global community. Discussion Learning from simulations and games is often discussed through the lens of actions made available to players. Our contribution is the flip side of that coin—what a game or simulation prevents players from doing—is equally important. Limitations We played these missions ourselves. We therefore limit our conclusions to our own experiences, though we contend our findings may inform the design of learning games and simulations. Conclusion In simplest terms, our theory of action is this: (1) Constraining mechanics (2) create juxtaposition and cognitive dissonance, which in turn (3) create emotional experiences that serve as rich sites for complex learning (empathy development) to take place.
{"title":"Mechanics and Experience in Call of Duty: Modern Warfare: Opportunities for Civic Empathy","authors":"T. Kessner, Luis E. Pérez Cortés","doi":"10.1177/10468781231156187","DOIUrl":"https://doi.org/10.1177/10468781231156187","url":null,"abstract":"Background Videogames are widely considered effective learning environments, with powerful lessons relevant to those who design teaching and learning experiences. Violent videogames, however, are often left out of such conversations. Intervention In this context, we examine Call of Duty: Modern Warfare (MW) as a violent videogame that might suggest design principles useful for effecting emotional experiences, a key element to the formation of memories and therefore learning. Methods Through narrative description of two missions from MW and interleaved discussion of its mechanics, we contend even violent videogames might inform the design of interactive learning experiences. Results We highlight how MW ’s mechanics (a) are designed to constrain player’s actions to facilitate visceral experiences, while being (b) thoughtfully juxtaposed with typical first-person shooter mechanics, to (c) create opportunities to develop what we call civic empathy , the ability to understand—even share to some extent—the feelings of another person with whom one shares a common affiliation with and responsibility to one or more social groups. We also highlight the concept of global civic empathy , in which one includes the world’s citizens as co-members of a global community. Discussion Learning from simulations and games is often discussed through the lens of actions made available to players. Our contribution is the flip side of that coin—what a game or simulation prevents players from doing—is equally important. Limitations We played these missions ourselves. We therefore limit our conclusions to our own experiences, though we contend our findings may inform the design of learning games and simulations. Conclusion In simplest terms, our theory of action is this: (1) Constraining mechanics (2) create juxtaposition and cognitive dissonance, which in turn (3) create emotional experiences that serve as rich sites for complex learning (empathy development) to take place.","PeriodicalId":47521,"journal":{"name":"SIMULATION & GAMING","volume":null,"pages":null},"PeriodicalIF":2.0,"publicationDate":"2023-02-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41382223","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 : 2023-02-01DOI: 10.1177/10468781221139530
M. Schijven, T. Kikkawa
{"title":"When do games end?","authors":"M. Schijven, T. Kikkawa","doi":"10.1177/10468781221139530","DOIUrl":"https://doi.org/10.1177/10468781221139530","url":null,"abstract":"","PeriodicalId":47521,"journal":{"name":"SIMULATION & GAMING","volume":null,"pages":null},"PeriodicalIF":2.0,"publicationDate":"2023-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45098740","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 : 2023-01-31DOI: 10.1177/10468781231154596
Shawn M. Doherty, Andrew C Griggs, E. Lazzara, J. Keebler, B. Gewertz, Tara N. Cohen
Background Teams are essential to a wide array of applications and organizations often utilize varying interventions to improve the effectiveness of their teams. Due to their collaborative and modifiable characteristics, escape rooms are being increasingly utilized as an avenue to both deliver team interventions and to function as testbeds in research. Escape rooms are complex, interdependent activities which warrant careful planning to be effectively implemented. Despite the growing literature base concerning escape rooms, there is still limited practical guidance to inform the development of an escape room. Aim The purpose of this article is to provide seven considerations that are relevant to the development, implementation, and effectiveness of an escape room. Specifically, guidance is provided in determining the objectives, identifying a theme, assigning the roles, establishing participant interdependence, selecting a venue, designing the puzzles, and creating the assessments. Conclusion The considerations provided in this article can advance the science underlying the use of escape rooms and preclude difficulties associated with their use.
{"title":"Planning an Escape: Considerations for the Development of Applied Escape Rooms","authors":"Shawn M. Doherty, Andrew C Griggs, E. Lazzara, J. Keebler, B. Gewertz, Tara N. Cohen","doi":"10.1177/10468781231154596","DOIUrl":"https://doi.org/10.1177/10468781231154596","url":null,"abstract":"Background Teams are essential to a wide array of applications and organizations often utilize varying interventions to improve the effectiveness of their teams. Due to their collaborative and modifiable characteristics, escape rooms are being increasingly utilized as an avenue to both deliver team interventions and to function as testbeds in research. Escape rooms are complex, interdependent activities which warrant careful planning to be effectively implemented. Despite the growing literature base concerning escape rooms, there is still limited practical guidance to inform the development of an escape room. Aim The purpose of this article is to provide seven considerations that are relevant to the development, implementation, and effectiveness of an escape room. Specifically, guidance is provided in determining the objectives, identifying a theme, assigning the roles, establishing participant interdependence, selecting a venue, designing the puzzles, and creating the assessments. Conclusion The considerations provided in this article can advance the science underlying the use of escape rooms and preclude difficulties associated with their use.","PeriodicalId":47521,"journal":{"name":"SIMULATION & GAMING","volume":null,"pages":null},"PeriodicalIF":2.0,"publicationDate":"2023-01-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43476652","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 : 2023-01-17DOI: 10.1177/10468781231152682
M. Schijven, T. Kikkawa
There are many reasons why serious gaming can be important. Here are a few. Serious gaming can be used as a tool for education and training. For example, military organizations and businesses often use serious games to train employees and simulate real-world scenarios. Gaming can also be used to promote physical and mental health. For example, some serious games have been designed to help people with disabilities or chronic conditions to improve their mobility, or cognitive skills. Indeed, serious gaming can be used to encourage social interaction and teamwork. For example, online multiplayer games can bring people together from all around the world to work towards a common goal. And the technology can be used as a form of entertainment and a way to relax and unwind. Many people enjoy the challenge and enjoyment of playing games, and serious gaming can provide an engaging and immersive experience. Overall, serious gaming can have a range of benefits depending on how it is used and the goals of the person playing the game. So, we welcome articles on its research in all areas. But why, given the proposed benefits mentioned (non-exclusively above), should we keep researching it?
{"title":"Why is Serious Gaming Important? Let’s Have a Chat!","authors":"M. Schijven, T. Kikkawa","doi":"10.1177/10468781231152682","DOIUrl":"https://doi.org/10.1177/10468781231152682","url":null,"abstract":"There are many reasons why serious gaming can be important. Here are a few. Serious gaming can be used as a tool for education and training. For example, military organizations and businesses often use serious games to train employees and simulate real-world scenarios. Gaming can also be used to promote physical and mental health. For example, some serious games have been designed to help people with disabilities or chronic conditions to improve their mobility, or cognitive skills. Indeed, serious gaming can be used to encourage social interaction and teamwork. For example, online multiplayer games can bring people together from all around the world to work towards a common goal. And the technology can be used as a form of entertainment and a way to relax and unwind. Many people enjoy the challenge and enjoyment of playing games, and serious gaming can provide an engaging and immersive experience. Overall, serious gaming can have a range of benefits depending on how it is used and the goals of the person playing the game. So, we welcome articles on its research in all areas. But why, given the proposed benefits mentioned (non-exclusively above), should we keep researching it?","PeriodicalId":47521,"journal":{"name":"SIMULATION & GAMING","volume":null,"pages":null},"PeriodicalIF":2.0,"publicationDate":"2023-01-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41733748","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 : 2022-12-17DOI: 10.1177/10468781221147467
Adam Blumenberg, David Kessler
Background/Objectives Specialized software may augment in-situ simulation, remote learning, oral boards preparation, and personalized remediation through simulation. Simulation educators often lack access to simulation software that meets their needs because existing software packages are cost prohibitive, have design gaps, or are not user friendly. Additionally, educators require the ability to easily author their own customized cases and share them with colleagues via an integrated software platform. Methods A needs assessment was performed by interviewing simulation educators, residents, medical students, and residency assistant program directors. Based on this, the software platform Med Sim Studio was developed to include vital sign monitoring, hundreds of high-resolution medical images, a video ultrasound library, documentation, evaluation tools, packaged cases reflecting the core EM curriculum, case authoring and sharing ability, and an easy-to-use interface. Over the course of a year and a half, the software was programmed using C++ on Microsoft Visual Studio. Users can author cases which are stored as JSON data objects and can be shared via email, portable media, or retrieved through a central MySQL database. Discussion Med Sim Studio joins other free software resources for simulation with the addition of unique features including immediate access to a comprehensive suite of medical visual stimuli, automated documentation and data collection, cases pre-loaded with the relevant background information and images, and the ability to customize and share cases instantly. Med Sim Studio allows educators to propagate their own scholarship through case sharing functionality. These can be transferred online (via the embedded database functionality or through email attachments), or via portable media (such as USB drive or optical disk). The case-sharing aspect of Med Sim Studio simplifies the process for simulation educators to contribute novel cases and promote the community of medical education.
{"title":"Med Sim Studio: An Open-Access Simulation Platform for Running and Sharing Dynamic Display of Patient Data in Package Scenarios","authors":"Adam Blumenberg, David Kessler","doi":"10.1177/10468781221147467","DOIUrl":"https://doi.org/10.1177/10468781221147467","url":null,"abstract":"Background/Objectives Specialized software may augment in-situ simulation, remote learning, oral boards preparation, and personalized remediation through simulation. Simulation educators often lack access to simulation software that meets their needs because existing software packages are cost prohibitive, have design gaps, or are not user friendly. Additionally, educators require the ability to easily author their own customized cases and share them with colleagues via an integrated software platform. Methods A needs assessment was performed by interviewing simulation educators, residents, medical students, and residency assistant program directors. Based on this, the software platform Med Sim Studio was developed to include vital sign monitoring, hundreds of high-resolution medical images, a video ultrasound library, documentation, evaluation tools, packaged cases reflecting the core EM curriculum, case authoring and sharing ability, and an easy-to-use interface. Over the course of a year and a half, the software was programmed using C++ on Microsoft Visual Studio. Users can author cases which are stored as JSON data objects and can be shared via email, portable media, or retrieved through a central MySQL database. Discussion Med Sim Studio joins other free software resources for simulation with the addition of unique features including immediate access to a comprehensive suite of medical visual stimuli, automated documentation and data collection, cases pre-loaded with the relevant background information and images, and the ability to customize and share cases instantly. Med Sim Studio allows educators to propagate their own scholarship through case sharing functionality. These can be transferred online (via the embedded database functionality or through email attachments), or via portable media (such as USB drive or optical disk). The case-sharing aspect of Med Sim Studio simplifies the process for simulation educators to contribute novel cases and promote the community of medical education.","PeriodicalId":47521,"journal":{"name":"SIMULATION & GAMING","volume":null,"pages":null},"PeriodicalIF":2.0,"publicationDate":"2022-12-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"65683795","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 : 2022-12-06DOI: 10.1177/10468781221144787
Lanlan Gao, Rupert R. Ward, Carlo Fabricatore
Background. Reframing could be considered to represent individual and collective twofold values in social learning. When reframing is promoted, it benefits to generate learning processes involving collective inquiry occurring in inter and outer formal education. Digital games, popular as an application for the young generation, are considered a specific community in which social learning occurs by playing games. Serious games (SG) are a type of digital game involving educational purposes. Hence SG is selected as a suitable educational strategy to promote reframing. The previous research investigated features of a gameplay experience associated with reframing. This study develops further based on these game features to examine if/how they improved reframing capabilities. From an educational perspective, specific guidelines were proposed as the research findings to assist serious games in designing and applying game features to enhance the gameplay experience of reframing. Methods. An expert evaluation was used to assess the guidelines. The seven experts with experience in game design and teaching were chosen to review the designed guidelines. These experts were required to rate the guidelines using a 5-point Likert scale. All experts offered positive feedback on the finding. Results. Research data were analysed and validated via the Content Validity Index. The results showed that a total of 5 guidelines was remained and updated. Conclusion. These guidelines can be applied to assist students, game designers, related educators, and researchers who use games to promote reframing or require evidence to link game features with social learning.
{"title":"Guidelines of Serious Game Design for Promoting Reframing","authors":"Lanlan Gao, Rupert R. Ward, Carlo Fabricatore","doi":"10.1177/10468781221144787","DOIUrl":"https://doi.org/10.1177/10468781221144787","url":null,"abstract":"Background. Reframing could be considered to represent individual and collective twofold values in social learning. When reframing is promoted, it benefits to generate learning processes involving collective inquiry occurring in inter and outer formal education. Digital games, popular as an application for the young generation, are considered a specific community in which social learning occurs by playing games. Serious games (SG) are a type of digital game involving educational purposes. Hence SG is selected as a suitable educational strategy to promote reframing. The previous research investigated features of a gameplay experience associated with reframing. This study develops further based on these game features to examine if/how they improved reframing capabilities. From an educational perspective, specific guidelines were proposed as the research findings to assist serious games in designing and applying game features to enhance the gameplay experience of reframing. Methods. An expert evaluation was used to assess the guidelines. The seven experts with experience in game design and teaching were chosen to review the designed guidelines. These experts were required to rate the guidelines using a 5-point Likert scale. All experts offered positive feedback on the finding. Results. Research data were analysed and validated via the Content Validity Index. The results showed that a total of 5 guidelines was remained and updated. Conclusion. These guidelines can be applied to assist students, game designers, related educators, and researchers who use games to promote reframing or require evidence to link game features with social learning.","PeriodicalId":47521,"journal":{"name":"SIMULATION & GAMING","volume":null,"pages":null},"PeriodicalIF":2.0,"publicationDate":"2022-12-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48005163","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 : 2022-12-04DOI: 10.1177/10468781221143052
S. Almubarak
Background Role playing has been increasingly utilized as a teaching strategy in the health discipline. However, the utilization of role playing within the field of health policy and systems research, while imperative, remains limited. Thus, this study documented and described a role playing activity and explored students’ experiences within the context of evidence-based health policy. Method The role playing activity was conducted as part of a course assessment – evidence-based health policy brief at a university in Saudi Arabia. Six graduate level students who were enrolled in the course participated in the activity. Through a mixed method approach, the study collected data from different sources including assessment forms, surveys, written reflections, and observational notes, to explore students experiences with the role playing activity. Data analysis included descriptive statistics for quantitative data and content analysis for qualitative data. Results Students reported an overall positive experience with the role playing activity. The activity provided them with an experience mimicking real scenarios, while playing roles of policy advocates and policymakers. Additionally, the activity contributed to students’ knowledge acquisition and expansion as well as skills development relevant to policymaking. Conclusion The study’s findings contribute to the current literature on the utilization of simulation within the health discipline, with valuable contribution to the field of health policy and systems research. Implications of the study require attention from respective policymakers, practitioners, and academicians.
{"title":"Students as policymakers and policy advocates: Role-playing evidence-based health policies","authors":"S. Almubarak","doi":"10.1177/10468781221143052","DOIUrl":"https://doi.org/10.1177/10468781221143052","url":null,"abstract":"Background Role playing has been increasingly utilized as a teaching strategy in the health discipline. However, the utilization of role playing within the field of health policy and systems research, while imperative, remains limited. Thus, this study documented and described a role playing activity and explored students’ experiences within the context of evidence-based health policy. Method The role playing activity was conducted as part of a course assessment – evidence-based health policy brief at a university in Saudi Arabia. Six graduate level students who were enrolled in the course participated in the activity. Through a mixed method approach, the study collected data from different sources including assessment forms, surveys, written reflections, and observational notes, to explore students experiences with the role playing activity. Data analysis included descriptive statistics for quantitative data and content analysis for qualitative data. Results Students reported an overall positive experience with the role playing activity. The activity provided them with an experience mimicking real scenarios, while playing roles of policy advocates and policymakers. Additionally, the activity contributed to students’ knowledge acquisition and expansion as well as skills development relevant to policymaking. Conclusion The study’s findings contribute to the current literature on the utilization of simulation within the health discipline, with valuable contribution to the field of health policy and systems research. Implications of the study require attention from respective policymakers, practitioners, and academicians.","PeriodicalId":47521,"journal":{"name":"SIMULATION & GAMING","volume":null,"pages":null},"PeriodicalIF":2.0,"publicationDate":"2022-12-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48685327","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 : 2022-12-02DOI: 10.1177/10468781221144184
İlmiye Seçer, Elif Öykü Us
Background Although the gaming habits of children, adolescents, and younger adults have been investigated in Turkey there has been less emphasis on the gaming patterns of middle-aged and older adults. The current study therefore investigated middle-aged and older adults' digital gaming habits, the aspects of digital games that they believe are enjoyable and any perceived psychological and cognitive advantages. Methods Of the 177 middle-aged and older adults aged between 55 and 85 years (M = 62) living in Turkey who partook in the study, data from 140 participants were analyzed. Participants completed the ‘Demographic Information Form’ and Engagement with Digital Games Questionnaire’ via a Qualtrics link that was distributed on social media platforms and using the convenience and snowball sampling technique. Results Findings of this study showed that out of the 57 digital game players, the majority (N = 34) reported to play puzzle games such as Candy Crush. Moreover, gamers indicated that they believed digital games had psychological and cognitive benefits. Conclusion Overall, the findings of the current study revealed that middle-aged and older adults enjoy playing digital games for fun, stress relief, and as a mental exercise regime.
{"title":"Digital Gaming Trends of Middle-Aged and Older Adults: A Sample from Turkey","authors":"İlmiye Seçer, Elif Öykü Us","doi":"10.1177/10468781221144184","DOIUrl":"https://doi.org/10.1177/10468781221144184","url":null,"abstract":"Background Although the gaming habits of children, adolescents, and younger adults have been investigated in Turkey there has been less emphasis on the gaming patterns of middle-aged and older adults. The current study therefore investigated middle-aged and older adults' digital gaming habits, the aspects of digital games that they believe are enjoyable and any perceived psychological and cognitive advantages. Methods Of the 177 middle-aged and older adults aged between 55 and 85 years (M = 62) living in Turkey who partook in the study, data from 140 participants were analyzed. Participants completed the ‘Demographic Information Form’ and Engagement with Digital Games Questionnaire’ via a Qualtrics link that was distributed on social media platforms and using the convenience and snowball sampling technique. Results Findings of this study showed that out of the 57 digital game players, the majority (N = 34) reported to play puzzle games such as Candy Crush. Moreover, gamers indicated that they believed digital games had psychological and cognitive benefits. Conclusion Overall, the findings of the current study revealed that middle-aged and older adults enjoy playing digital games for fun, stress relief, and as a mental exercise regime.","PeriodicalId":47521,"journal":{"name":"SIMULATION & GAMING","volume":null,"pages":null},"PeriodicalIF":2.0,"publicationDate":"2022-12-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42779427","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 : 2022-11-13DOI: 10.1177/10468781221138583
D. B. Agusdinata, Heide Lukosch, M. Hanif, D. Watkins
Background. U.S. households produce a significant amount of greenhouse gas emissions, indicating a potential to reduce their carbon footprints from changing food, energy, and water (FEW) consumption patterns. Behavioral change to FEW consumption is needed, but difficult to achieve. Interactive and engaging approaches like serious games could be a way to increase awareness of possible measures, leading to more sustainable behavior at a household level. This study looks into the experiences and effects of a digital game for homeowners with the potential to reduce FEW resource consumption impacts. Intervention. In this study, we developed and implemented a digital game to explore its potential to raise awareness of the consumption and conservation of FEW resources and the efficacy of conservation messages. This study aims to measure learning outcomes from game participation and to assess the suitability of the game for informing resource conservation actions. Methods. We tested a proof-of-concept of a digital four-player game, called HomeRUN, with 28 homeowners. The data collected include homeowners’ values and preferences with regard to FEW resources. The patterns of game actions are analyzed with an emphasis on the effectiveness of conservation messaging in informing household consumption behavior. Results. About 65% of the respondents agree that they gained a better understanding of the greenhouse gas emission impacts of FEW resource consumption after playing the game. Over 57% of the respondents agree that the game experience would influence their future consumption behavior, while a quarter of the respondents are unsure. Overall, we demonstrate the HomeRUN game has potential as a tool for informing conservation efforts at a household level.
{"title":"A Playful Approach to Household Sustainability: Results From a Pilot Study on Resource Consumption","authors":"D. B. Agusdinata, Heide Lukosch, M. Hanif, D. Watkins","doi":"10.1177/10468781221138583","DOIUrl":"https://doi.org/10.1177/10468781221138583","url":null,"abstract":"Background. U.S. households produce a significant amount of greenhouse gas emissions, indicating a potential to reduce their carbon footprints from changing food, energy, and water (FEW) consumption patterns. Behavioral change to FEW consumption is needed, but difficult to achieve. Interactive and engaging approaches like serious games could be a way to increase awareness of possible measures, leading to more sustainable behavior at a household level. This study looks into the experiences and effects of a digital game for homeowners with the potential to reduce FEW resource consumption impacts. Intervention. In this study, we developed and implemented a digital game to explore its potential to raise awareness of the consumption and conservation of FEW resources and the efficacy of conservation messages. This study aims to measure learning outcomes from game participation and to assess the suitability of the game for informing resource conservation actions. Methods. We tested a proof-of-concept of a digital four-player game, called HomeRUN, with 28 homeowners. The data collected include homeowners’ values and preferences with regard to FEW resources. The patterns of game actions are analyzed with an emphasis on the effectiveness of conservation messaging in informing household consumption behavior. Results. About 65% of the respondents agree that they gained a better understanding of the greenhouse gas emission impacts of FEW resource consumption after playing the game. Over 57% of the respondents agree that the game experience would influence their future consumption behavior, while a quarter of the respondents are unsure. Overall, we demonstrate the HomeRUN game has potential as a tool for informing conservation efforts at a household level.","PeriodicalId":47521,"journal":{"name":"SIMULATION & GAMING","volume":null,"pages":null},"PeriodicalIF":2.0,"publicationDate":"2022-11-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45800328","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 : 2022-11-11DOI: 10.1177/10468781221137361
Anna-Stiina Wallinheimo, Anesa Hosein, David Barrie, A. Chernyavskiy, Irina Agafonova, Peter Williams
Background Online gaming motivations are differently associated with career interests. However, very little is known about online gaming behaviour based on the actual games played and how career interests are reflected in what people play. Hence, we investigated the actual gaming behaviour of individuals from an extensive secondary data set to further support gamers’ future career planning and professional training. Methods The study comprised 16,033 participants playing a different number of games on Steam. Our study was based on the 800 most played games only and included participants where we had access to gender and job details. We employed a secondary data analysis approach by using an existing data set (O’Neill et al., 2016), looking into the actual gaming behaviour of Steam users and additional administrative data (i.e., job details and gender) provided by Game Academy Limited. We used logistic regression on the participants’ top ten games, allowing us to investigate any possible associations between different professions, gender, and the games played. Results We found that IT professionals and engineers played puzzle-platform games, allowing for enhanced spatial skills. Managers showed an interest in action roleplay games where organisational and planning skills can be improved. Finally, engineers were associated with strategy games that required problem-solving and spatial skills. There were apparent gender differences too: females preferred playing single-player games, whereas males played shooting games. Conclusion Our study found that online gaming behaviour varied between different job categories, allowing the participants to gain different soft skills. The soft skills gained could assist gamers with training that leads to a particular career path. The reasons for these findings and suggestions for future research will be discussed.
背景网络游戏动机与职业兴趣有不同的关联。然而，人们对基于实际游戏的网络游戏行为以及职业兴趣如何反映在人们的游戏中知之甚少。因此，我们从大量的二次数据集中调查了个人的实际游戏行为，以进一步支持玩家未来的职业规划和专业培训。方法该研究包括16033名参与者，他们在Steam上玩不同数量的游戏。我们的研究仅基于800个玩得最多的游戏，包括我们可以了解性别和工作细节的参与者。我们使用现有数据集（O'Neill et al.，2016），调查Steam用户的实际游戏行为和Game Academy Limited提供的额外管理数据（即工作细节和性别），采用了二次数据分析方法。我们对参与者的前十个游戏进行了逻辑回归，使我们能够调查不同职业、性别和游戏之间的任何可能关联。结果我们发现，IT专业人员和工程师玩益智平台游戏，可以增强空间技能。经理们对动作角色扮演游戏表现出了兴趣，在这种游戏中，组织和规划技能可以得到提高。最后，工程师们与需要解决问题和空间技能的策略游戏联系在一起。也存在明显的性别差异：女性更喜欢玩单人游戏，而男性则玩射击游戏。结论我们的研究发现，网络游戏行为在不同的工作类别之间存在差异，使参与者获得不同的软技能。所获得的软技能可以帮助玩家进行训练，从而获得特定的职业道路。我们将讨论这些发现的原因以及对未来研究的建议。
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