Pub Date : 2022-08-15DOI: 10.1177/10468781221119829
M. Giordano
Introduction Dungeons & Dragons (D&D) is a cooperative tabletop roleplaying game in which players gather together to tell stories. Expert players have a wealth of experiences and game knowledge from which to draw upon while playing the game. Novices, on the other hand, have little experience to depend on when navigating the first few gaming sessions. Objectives The primary objective of this investigation was to describe how different novices become socialized to the D&D culture in this small community at the beginning of a new gaming campaign. Methods The present study is a cross-sectional qualitative participant observation of D&D novice socialization through the lens of communities of practice (CoP). Observation and interviews of two experts and five novice fifth edition D&D players revealed interactions and choices made by players related to the dissemination of cultural and practical knowledge and the fluidity of player and character identity within the scope of observed gameplay. Results The results showed that for some novices explicit in-game training was required to learn their role at the table, but socialization could come more quickly for novices who took extra steps to gain experience by engaging in the wider distributed and virtual community through online forums or viewing streamed actual-play D&D games. Three interaction types—player-to-player, player-to-dungeon master (DM), and character-to-character—for three distinct purposes—understanding game mechanics, describing scenes, and interacting in narrative—were observed. Additionally, the character choices regarding gender and in-game actions were explored. Conclusion The cooperative nature of D&D can afford novices explicit training from expert players at the table. However, as was observed during the game and confirmed in the interviews, socialization into this D&D gaming community also came from legitimate peripheral participation of the novices who engaged in the wider, virtual D&D community through online forums, actual-play streams and podcasts, and general knowledge of the fantasy genre.
{"title":"Legitimate Peripheral Participation by Novices in a Dungeons and Dragons Community","authors":"M. Giordano","doi":"10.1177/10468781221119829","DOIUrl":"https://doi.org/10.1177/10468781221119829","url":null,"abstract":"Introduction Dungeons & Dragons (D&D) is a cooperative tabletop roleplaying game in which players gather together to tell stories. Expert players have a wealth of experiences and game knowledge from which to draw upon while playing the game. Novices, on the other hand, have little experience to depend on when navigating the first few gaming sessions. Objectives The primary objective of this investigation was to describe how different novices become socialized to the D&D culture in this small community at the beginning of a new gaming campaign. Methods The present study is a cross-sectional qualitative participant observation of D&D novice socialization through the lens of communities of practice (CoP). Observation and interviews of two experts and five novice fifth edition D&D players revealed interactions and choices made by players related to the dissemination of cultural and practical knowledge and the fluidity of player and character identity within the scope of observed gameplay. Results The results showed that for some novices explicit in-game training was required to learn their role at the table, but socialization could come more quickly for novices who took extra steps to gain experience by engaging in the wider distributed and virtual community through online forums or viewing streamed actual-play D&D games. Three interaction types—player-to-player, player-to-dungeon master (DM), and character-to-character—for three distinct purposes—understanding game mechanics, describing scenes, and interacting in narrative—were observed. Additionally, the character choices regarding gender and in-game actions were explored. Conclusion The cooperative nature of D&D can afford novices explicit training from expert players at the table. However, as was observed during the game and confirmed in the interviews, socialization into this D&D gaming community also came from legitimate peripheral participation of the novices who engaged in the wider, virtual D&D community through online forums, actual-play streams and podcasts, and general knowledge of the fantasy genre.","PeriodicalId":47521,"journal":{"name":"SIMULATION & GAMING","volume":null,"pages":null},"PeriodicalIF":2.0,"publicationDate":"2022-08-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47527909","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 : 2022-08-01DOI: 10.1177/10468781221103460
Sridevi Korand, C. Fung, S. Cohen, T. Talbot, S. Fischer, Cindy Luu, Mariam Sargsyan, Eyal Ben-Isaac, Juan C Espinoza, T. Chang
Background and Objective Healthcare providers require multitasking and multi-patient care skills, and training programs do not formally incorporate curricula specifically for multitasking skills to trainees. The medical education community is in equipoise on whether multitasking ability is a fixed trait. Furthermore, it is unclear whether multitasking ability affects those who gravitate toward careers that demand it, particularly among medical students deciding on a specialty. We sought to define the association between specialty choice, multitasking abilities and multi-patient care delivery among pre-clinical medical students. For this study, we examined both efficiency and accuracy metrics within multitasking and whether they were different between students choosing specialties. Methods This was a planned cross-sectional sub-study focused on 2nd year medical students (MS-IIs) within a parent study evaluating multi-patient care skills using a serious game (VitalSigns:EDTM) depicting a pediatric emergency department. Subjects completed a Multitasking Ability Test (MTAT) and five VitalSigns:ED gameplays. The predictor variable was specialty choice, categorized into multitasking and non-multitasking groups. Outcome variables measuring efficiency and diagnostic accuracy were obtained from the MTAT and the game. The primary analysis was a Mann–Whitney U test, and secondary analyses employed Spearman Rank correlations. Results Twelve students applied to multitasking specialties and 18 applied to others. Those in the multitasking specialties had faster MTAT completions than the other cohort (29.8 vs. 59.7 sec, 95%CI difference -0.9 to -39.8 sec). Differential diagnoses were higher in multitasking specialties in VitalSigns:ED (2.03 vs. 1.06, 95%CI difference +0.05 to +1.54) but efficiency metrics in the game did not differ. Conclusion Multitasking and multi-patient care performance show some association with preferred specialty choices for MS-IIs prior to clinical exposure.
背景和目的医疗保健提供者需要多任务处理和多病人护理技能，培训计划没有正式纳入专门针对学员多任务处理技能的课程。医学教育界对多任务处理能力是否是一种固定的特质持中立态度。此外，目前还不清楚多任务处理能力是否会影响那些倾向于从事需要多任务处理能力的职业的人，尤其是那些决定选择专业的医科学生。我们试图确定临床前医科学生的专业选择、多任务处理能力和多病人护理之间的关系。在这项研究中，我们检查了多任务处理的效率和准确性指标，以及它们是否在学生选择专业之间有所不同。方法:这是一项计划中的横断面亚研究，主要针对二年级医学生(ms - ii)，在一项家长研究中使用描述儿科急诊科的严肃游戏(VitalSigns:EDTM)评估多病人护理技能。受试者完成了多任务能力测试(MTAT)和五个生命体征:ED游戏。预测变量为专业选择，分为多任务组和非多任务组。从MTAT和游戏中获得测量效率和诊断准确性的结果变量。主要分析采用Mann-Whitney U检验，次要分析采用Spearman Rank相关。结果12名学生申请多任务专业，18名学生申请其他专业。多任务组的MTAT完成速度比其他组快(29.8秒对59.7秒，95%CI差-0.9秒到-39.8秒)。在vititalsigns:ED中，多任务专业的鉴别诊断更高(2.03 vs. 1.06, 95%CI差异+0.05 to +1.54)，但游戏中的效率指标没有差异。结论多任务和多病人护理表现与ms - ii患者在临床暴露前的首选专业选择有一定关联。
{"title":"The Association Between Multitasking and Multi-Patient Care Skills in a Simulated Patient Care Video Game Among Second Year Medical Students Based on Specialty Choice","authors":"Sridevi Korand, C. Fung, S. Cohen, T. Talbot, S. Fischer, Cindy Luu, Mariam Sargsyan, Eyal Ben-Isaac, Juan C Espinoza, T. Chang","doi":"10.1177/10468781221103460","DOIUrl":"https://doi.org/10.1177/10468781221103460","url":null,"abstract":"Background and Objective Healthcare providers require multitasking and multi-patient care skills, and training programs do not formally incorporate curricula specifically for multitasking skills to trainees. The medical education community is in equipoise on whether multitasking ability is a fixed trait. Furthermore, it is unclear whether multitasking ability affects those who gravitate toward careers that demand it, particularly among medical students deciding on a specialty. We sought to define the association between specialty choice, multitasking abilities and multi-patient care delivery among pre-clinical medical students. For this study, we examined both efficiency and accuracy metrics within multitasking and whether they were different between students choosing specialties. Methods This was a planned cross-sectional sub-study focused on 2nd year medical students (MS-IIs) within a parent study evaluating multi-patient care skills using a serious game (VitalSigns:EDTM) depicting a pediatric emergency department. Subjects completed a Multitasking Ability Test (MTAT) and five VitalSigns:ED gameplays. The predictor variable was specialty choice, categorized into multitasking and non-multitasking groups. Outcome variables measuring efficiency and diagnostic accuracy were obtained from the MTAT and the game. The primary analysis was a Mann–Whitney U test, and secondary analyses employed Spearman Rank correlations. Results Twelve students applied to multitasking specialties and 18 applied to others. Those in the multitasking specialties had faster MTAT completions than the other cohort (29.8 vs. 59.7 sec, 95%CI difference -0.9 to -39.8 sec). Differential diagnoses were higher in multitasking specialties in VitalSigns:ED (2.03 vs. 1.06, 95%CI difference +0.05 to +1.54) but efficiency metrics in the game did not differ. Conclusion Multitasking and multi-patient care performance show some association with preferred specialty choices for MS-IIs prior to clinical exposure.","PeriodicalId":47521,"journal":{"name":"SIMULATION & GAMING","volume":null,"pages":null},"PeriodicalIF":2.0,"publicationDate":"2022-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45512194","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 : 2022-08-01DOI: 10.1177/10468781221106487
Sabrina A. Sgandurra
Background Common definitions of rhetoric in games such as Bogost’s ‘procedural rhetoric’ have their basis in the Aristotelian definition of rhetoric, which concerns itself with discovering all means of persuasion in language. Purpose Gaming rhetoric has more to do with inducing action in players, and therefore falls more in line with Kenneth Burke’s definition of rhetoric. Grinding is a gaming mechanic that can be analysed using rhetorical devices if Burke’s definition of rhetoric is held at the core of this understanding. This article posits that games that employ a particular game mechanic, that of ‘grinding’, are relying on a specific rhetorical device in their design known as ploke, which then persuades the player to continue to do an action multiple times over, and therefore persuade players to form attitudes that align with the designer’s rhetorical goals. Analysis An analysis of ploke was applied to three specific games: Runescape (2001), Hades (2018) and Animal Crossing: New Horizons (2020). These games were chosen based on the ability to look at multiple genres as well as multiple different points in modern game development history. Ploke provided the ability to understand the method in which grinding communicates with players, enticing and incentivizing them to continue to complete actions repeatedly, whether for story progression or skill enhancement. The rhetorical power of ploke is found in its repetition, and since ploke describes the use of repetition in rhetorical contexts, thus grinding’s rhetorical power can be explained through this rhetorical phenomenon. Conclusion Ploke is just one rhetorical device, and grinding is just one game mechanic. There are several other game mechanics that can be analysed through rhetorical devices. This analysis allows researchers in interdisciplinary fields of games and linguistics, communication or humanities to explore how games communicate and influence player decisions.
{"title":"Fight. Heal. Repeat: A Look at Rhetorical Devices in Grinding Game Mechanics","authors":"Sabrina A. Sgandurra","doi":"10.1177/10468781221106487","DOIUrl":"https://doi.org/10.1177/10468781221106487","url":null,"abstract":"Background Common definitions of rhetoric in games such as Bogost’s ‘procedural rhetoric’ have their basis in the Aristotelian definition of rhetoric, which concerns itself with discovering all means of persuasion in language. Purpose Gaming rhetoric has more to do with inducing action in players, and therefore falls more in line with Kenneth Burke’s definition of rhetoric. Grinding is a gaming mechanic that can be analysed using rhetorical devices if Burke’s definition of rhetoric is held at the core of this understanding. This article posits that games that employ a particular game mechanic, that of ‘grinding’, are relying on a specific rhetorical device in their design known as ploke, which then persuades the player to continue to do an action multiple times over, and therefore persuade players to form attitudes that align with the designer’s rhetorical goals. Analysis An analysis of ploke was applied to three specific games: Runescape (2001), Hades (2018) and Animal Crossing: New Horizons (2020). These games were chosen based on the ability to look at multiple genres as well as multiple different points in modern game development history. Ploke provided the ability to understand the method in which grinding communicates with players, enticing and incentivizing them to continue to complete actions repeatedly, whether for story progression or skill enhancement. The rhetorical power of ploke is found in its repetition, and since ploke describes the use of repetition in rhetorical contexts, thus grinding’s rhetorical power can be explained through this rhetorical phenomenon. Conclusion Ploke is just one rhetorical device, and grinding is just one game mechanic. There are several other game mechanics that can be analysed through rhetorical devices. This analysis allows researchers in interdisciplinary fields of games and linguistics, communication or humanities to explore how games communicate and influence player decisions.","PeriodicalId":47521,"journal":{"name":"SIMULATION & GAMING","volume":null,"pages":null},"PeriodicalIF":2.0,"publicationDate":"2022-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44884930","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 : 2022-07-21DOI: 10.1177/10468781221115904
M. Schijven, T. Kikkawa
{"title":"One Winner for Games?","authors":"M. Schijven, T. Kikkawa","doi":"10.1177/10468781221115904","DOIUrl":"https://doi.org/10.1177/10468781221115904","url":null,"abstract":"","PeriodicalId":47521,"journal":{"name":"SIMULATION & GAMING","volume":null,"pages":null},"PeriodicalIF":2.0,"publicationDate":"2022-07-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43285885","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 : 2022-07-12DOI: 10.1177/10468781221114160
Kristy de Salas, Louise Ashbarry, Mikaela Seabourne, Ian J. Lewis, Lindsay Wells, Julian R. Dermoudy, E. Roehrer, Matthew Springer, J. Sauer, Jenn Scott
Background To overcome the high failure rate of gameful interventions, we need to better understand their design and evaluation strategies to build an evidence-base for best-practice approaches that bring about meaningful change. This systematic review asks: ‘What behavioural and technological design and evaluation theories and approaches are applied in games developed to bring about positive environmental outcomes?’. Method We reviewed 52 papers published between 2015 and 2020 that used gameful interventions to improve behaviour related to environmental outcomes. These papers were analysed to review the behavioural and technical design, and the assessment and evaluation approaches, employed by the intervention designers. Results We found that these publications report on simple aspects of the behavioural and technical design behind the intervention but fail to justify their design choices in terms of theory and evidence. Furthermore, variability across their evaluation approaches and outcomes exists. Discussion This review highlights several systemic flaws in the literature that limit our understanding of gameful interventions in the pro-environmental context. First, based on this review, we cannot be convinced that these interventions were designed according to best practice for intervention design or for technology development. Second, the justification for proposing a gameful intervention is not always clear. Finally, it is unclear whether these interventions are being evaluated based on best practice. Thus, it is not clear that we can draw confident conclusions about evidence-based outcomes of short-term engagement (in structural gamification interventions) or long-term behaviour change (in content gamification and serious game interventions).
{"title":"Improving Environmental Outcomes With Games: An Exploration of Behavioural and Technological Design and Evaluation Approaches","authors":"Kristy de Salas, Louise Ashbarry, Mikaela Seabourne, Ian J. Lewis, Lindsay Wells, Julian R. Dermoudy, E. Roehrer, Matthew Springer, J. Sauer, Jenn Scott","doi":"10.1177/10468781221114160","DOIUrl":"https://doi.org/10.1177/10468781221114160","url":null,"abstract":"Background To overcome the high failure rate of gameful interventions, we need to better understand their design and evaluation strategies to build an evidence-base for best-practice approaches that bring about meaningful change. This systematic review asks: ‘What behavioural and technological design and evaluation theories and approaches are applied in games developed to bring about positive environmental outcomes?’. Method We reviewed 52 papers published between 2015 and 2020 that used gameful interventions to improve behaviour related to environmental outcomes. These papers were analysed to review the behavioural and technical design, and the assessment and evaluation approaches, employed by the intervention designers. Results We found that these publications report on simple aspects of the behavioural and technical design behind the intervention but fail to justify their design choices in terms of theory and evidence. Furthermore, variability across their evaluation approaches and outcomes exists. Discussion This review highlights several systemic flaws in the literature that limit our understanding of gameful interventions in the pro-environmental context. First, based on this review, we cannot be convinced that these interventions were designed according to best practice for intervention design or for technology development. Second, the justification for proposing a gameful intervention is not always clear. Finally, it is unclear whether these interventions are being evaluated based on best practice. Thus, it is not clear that we can draw confident conclusions about evidence-based outcomes of short-term engagement (in structural gamification interventions) or long-term behaviour change (in content gamification and serious game interventions).","PeriodicalId":47521,"journal":{"name":"SIMULATION & GAMING","volume":null,"pages":null},"PeriodicalIF":2.0,"publicationDate":"2022-07-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47958164","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 : 2022-07-09DOI: 10.1177/10468781221113030
J. Kneer, Yubo Zhang, B. G. Żerebecki, Tim Wulf
Introduction Existing research has focused on sex and gender to explain video games playing motivations and enjoyment. This study investigated gender traits and sexual orientation to further explain why people play games and what leads to gaming enjoyment. Methods Participants (N = 198) answered questions on gender traits (positive/negative feminity/masculinity), gaming motivations, enjoyment, sexual orientation (32.0% of the sample belonged to the lesbian, gay, and bisexual community, later LGB community), and demographics. Results Only certain gender traits are linked to specific gaming motivations. Negative masculinity increased competence and relatedness while negative femininity decreased autonomy. Similar results were found for sexual orientation. LGB people showed less competence and intuitive control motivations. Additionally, LGB people spent more time playing video games than non-LGB people. They reported playing puzzles more as well. No other differences were found for game genre selection. Discussion The lack of differences based on sexual orientation and gender traits shows that video games offer an environment for everybody and thus have the potential to bring people together.
{"title":"Same Gaming: An Exploration of Relationships Between Gender Traits, Sexual Orientation, Motivations, and Enjoyment of Playing Video Games","authors":"J. Kneer, Yubo Zhang, B. G. Żerebecki, Tim Wulf","doi":"10.1177/10468781221113030","DOIUrl":"https://doi.org/10.1177/10468781221113030","url":null,"abstract":"Introduction Existing research has focused on sex and gender to explain video games playing motivations and enjoyment. This study investigated gender traits and sexual orientation to further explain why people play games and what leads to gaming enjoyment. Methods Participants (N = 198) answered questions on gender traits (positive/negative feminity/masculinity), gaming motivations, enjoyment, sexual orientation (32.0% of the sample belonged to the lesbian, gay, and bisexual community, later LGB community), and demographics. Results Only certain gender traits are linked to specific gaming motivations. Negative masculinity increased competence and relatedness while negative femininity decreased autonomy. Similar results were found for sexual orientation. LGB people showed less competence and intuitive control motivations. Additionally, LGB people spent more time playing video games than non-LGB people. They reported playing puzzles more as well. No other differences were found for game genre selection. Discussion The lack of differences based on sexual orientation and gender traits shows that video games offer an environment for everybody and thus have the potential to bring people together.","PeriodicalId":47521,"journal":{"name":"SIMULATION & GAMING","volume":null,"pages":null},"PeriodicalIF":2.0,"publicationDate":"2022-07-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46215913","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 : 2022-06-23DOI: 10.1177/10468781221110577
F. Hoseini, Masood Khodadadi, Alireza Khorambakht
Background In recent years, interest in digital games has grown significantly and at the same time a range of games in 2D and 3D has been created. While 2D games cannot give depth to objects, 3D games creates spatial depth. The growth of the gaming industry has raised concerns among some psychologists. There is still much controversy about positive or negative effects of these games on cognitive performance. Executive functions are a set of cognitive abilities that play a decisive role in one’s purposeful behavior. The present study aims to investigate the effect of 2D and 3D video games on some of these functions—flexibility, inhibition, and continuous attention—in male students aged 18–26 years. Method Forty-five male students at Persian Gulf University participated in the study. They were matched based on intelligence score and experience of playing video games. The participants were divided into three groups of 15 (two experimental groups and one control group). Participants in the two experimental groups played 2D and 3D video games over 20 sessions. They completed the Wisconsin Card Sorting Test, continuous performance test, Stroop test, and Raven intelligence test. Results Data were analyzed via covariance and the results showed that playing 2D and 3D video games positively and significantly affects inhibition and playing 3D games has a significant positive effect on flexibility. Conclusion Based on our findings, we discuss the different effects of 2D and 3D video games, in line with the study’s theoretical framework, and give suggestions for future studies.
{"title":"The Effect of 2D and 3D Action Video Game Interventions on Executive Functions in Male Students","authors":"F. Hoseini, Masood Khodadadi, Alireza Khorambakht","doi":"10.1177/10468781221110577","DOIUrl":"https://doi.org/10.1177/10468781221110577","url":null,"abstract":"Background In recent years, interest in digital games has grown significantly and at the same time a range of games in 2D and 3D has been created. While 2D games cannot give depth to objects, 3D games creates spatial depth. The growth of the gaming industry has raised concerns among some psychologists. There is still much controversy about positive or negative effects of these games on cognitive performance. Executive functions are a set of cognitive abilities that play a decisive role in one’s purposeful behavior. The present study aims to investigate the effect of 2D and 3D video games on some of these functions—flexibility, inhibition, and continuous attention—in male students aged 18–26 years. Method Forty-five male students at Persian Gulf University participated in the study. They were matched based on intelligence score and experience of playing video games. The participants were divided into three groups of 15 (two experimental groups and one control group). Participants in the two experimental groups played 2D and 3D video games over 20 sessions. They completed the Wisconsin Card Sorting Test, continuous performance test, Stroop test, and Raven intelligence test. Results Data were analyzed via covariance and the results showed that playing 2D and 3D video games positively and significantly affects inhibition and playing 3D games has a significant positive effect on flexibility. Conclusion Based on our findings, we discuss the different effects of 2D and 3D video games, in line with the study’s theoretical framework, and give suggestions for future studies.","PeriodicalId":47521,"journal":{"name":"SIMULATION & GAMING","volume":null,"pages":null},"PeriodicalIF":2.0,"publicationDate":"2022-06-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43897433","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 : 2022-06-06DOI: 10.1177/10468781221106850
Samiha Mezrar, F. Bendella
Background and Aim Aging people can suffer from cognitive impairments with a range of symptoms, including memory, perception, and difficulty in solving problems called Alzheimer’s disease (AD). The early detection of Mild Cognitive Impairment (MCI), which can develop AD, plays a major role in the management of patients to slow the decline in cognitive function, as treatments are effective at an early stage of the disease course. For this purpose, advanced computer technologies can provide a tool for the early detection of AD and prediction of disease progression. This article presents a serious game, including 16 mini-games that aimed at detecting AD or MCI in the mild stage. Based on gamification techniques and machine learning (ML), by overcoming the limitations of traditional tests. This gamified cognitive tool, entitled AlzCoGame, evaluates the main cognitive domains considered to be the most pertinent indicators in diagnosing cognitive impairments: working memory, episodic memory, executive functions, Visio-spatial orientation, concentration, and attention. Results and Conclusion Six predictive ML models have been implemented using the AlzCoGame dataset. We used the K-fold cross-validation and classification metrics to validate the model's performance. Based on the results of the pilot study, the best overall performance was obtained by the RF classifier with average Sensitivity = 0.89, Specificity = 0.93, Accuracy = 0.92, F1-Score = 0.91, and ROC = 0.91. We can deduce that including machine learning techniques and serious games could help improve certain aspects of the clinical diagnosis of cognitive impairment. Moreover, clinical trials are required to prove the impact of this gamified program on cognitive skills and evaluate usability measures.
{"title":"Machine learning and Serious Game for the Early Diagnosis of Alzheimer’s Disease","authors":"Samiha Mezrar, F. Bendella","doi":"10.1177/10468781221106850","DOIUrl":"https://doi.org/10.1177/10468781221106850","url":null,"abstract":"Background and Aim Aging people can suffer from cognitive impairments with a range of symptoms, including memory, perception, and difficulty in solving problems called Alzheimer’s disease (AD). The early detection of Mild Cognitive Impairment (MCI), which can develop AD, plays a major role in the management of patients to slow the decline in cognitive function, as treatments are effective at an early stage of the disease course. For this purpose, advanced computer technologies can provide a tool for the early detection of AD and prediction of disease progression. This article presents a serious game, including 16 mini-games that aimed at detecting AD or MCI in the mild stage. Based on gamification techniques and machine learning (ML), by overcoming the limitations of traditional tests. This gamified cognitive tool, entitled AlzCoGame, evaluates the main cognitive domains considered to be the most pertinent indicators in diagnosing cognitive impairments: working memory, episodic memory, executive functions, Visio-spatial orientation, concentration, and attention. Results and Conclusion Six predictive ML models have been implemented using the AlzCoGame dataset. We used the K-fold cross-validation and classification metrics to validate the model's performance. Based on the results of the pilot study, the best overall performance was obtained by the RF classifier with average Sensitivity = 0.89, Specificity = 0.93, Accuracy = 0.92, F1-Score = 0.91, and ROC = 0.91. We can deduce that including machine learning techniques and serious games could help improve certain aspects of the clinical diagnosis of cognitive impairment. Moreover, clinical trials are required to prove the impact of this gamified program on cognitive skills and evaluate usability measures.","PeriodicalId":47521,"journal":{"name":"SIMULATION & GAMING","volume":null,"pages":null},"PeriodicalIF":2.0,"publicationDate":"2022-06-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48207011","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 : 2022-05-19DOI: 10.1177/10468781221101685
M. Schijven, T. Kikkawa
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