Pub Date : 2022-05-08DOI: 10.1177/10468781221099358
N. Yuviler-Gavish, Z. Treiger, E. Horesh, E. Shamilov
Young children depend on the non-symbolic representation of numbers for their numeracy understanding and decision-making. The objective of the current research was to examine whether the use of an augmented virtuality (AV) system to represent numbers as physical objects, compared to representing them only visually on a computer screen, will improve children’s numeracy decision-making. The question was evaluated by comparing children’s decisions to buy more profitable versus non-profitable products, as well as their total profit, when the coins and the coin machine are real (AV system group) compared to their decisions when using a system in which the coins and the coin machine are virtual (virtual system group). Two between-participants groups of children aged 6–8 participated in this study, with 30 children in each group. The results demonstrated that in the AV system group, the children invested more proportionately in the profitable versus non-profitable products, while in the virtual system group, the opposite occurred. As a result of their better decision-making, the total profits of the AV system group were higher than those of the virtual system group. The current findings are an interesting addition to the existing literature on the contribution of virtual reality and augmented reality systems in improving mathematical learning.
{"title":"Augmented Virtuality Systems as a Tool for Improving Numeracy Decision-Making Among Children","authors":"N. Yuviler-Gavish, Z. Treiger, E. Horesh, E. Shamilov","doi":"10.1177/10468781221099358","DOIUrl":"https://doi.org/10.1177/10468781221099358","url":null,"abstract":"Young children depend on the non-symbolic representation of numbers for their numeracy understanding and decision-making. The objective of the current research was to examine whether the use of an augmented virtuality (AV) system to represent numbers as physical objects, compared to representing them only visually on a computer screen, will improve children’s numeracy decision-making. The question was evaluated by comparing children’s decisions to buy more profitable versus non-profitable products, as well as their total profit, when the coins and the coin machine are real (AV system group) compared to their decisions when using a system in which the coins and the coin machine are virtual (virtual system group). Two between-participants groups of children aged 6–8 participated in this study, with 30 children in each group. The results demonstrated that in the AV system group, the children invested more proportionately in the profitable versus non-profitable products, while in the virtual system group, the opposite occurred. As a result of their better decision-making, the total profits of the AV system group were higher than those of the virtual system group. The current findings are an interesting addition to the existing literature on the contribution of virtual reality and augmented reality systems in improving mathematical learning.","PeriodicalId":47521,"journal":{"name":"SIMULATION & GAMING","volume":"53 1","pages":"317 - 334"},"PeriodicalIF":2.0,"publicationDate":"2022-05-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47007774","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 : 2022-04-27DOI: 10.1177/10468781221093816
N. Fusco, Lisa Jane Jacobsen, Nicole Klem, Ryan Krzyzanowicz, P. Ohtake
Background Serious games may be beneficial to student learning and skill development when deployed within the context of interprofessional education (IPE). The purpose of this study was to describe the development, implementation, and evaluation of a serious game to introduce foundational knowledge and skills related to interprofessional collaboration in health professions education. Methods A commercially available board game simulation product was purchased by the university and was central to this learning experience. Participants included students from 13 professional programs. During each session, students were organized into teams of four, engaged in an open discussion with their team, played the game and participated in debriefing. At the conclusion, students completed an 11-item program evaluation. Frequencies for each forced-rating question were reported in aggerate and analyzed by profession. A thematic analysis was conducted for open-ended questions. Results A total of 229 students participated and completed the program evaluation. Greater than 88% of respondents either “Agree” or “Strongly Agree” that after participating they were able to communicate and collaborate with students from other health professions programs; discuss the roles of collaboration, innovation, and being data-driven for health-systems improvement; and discuss the importance of teamwork in healthcare provision. Respondents reported this experience contributed to their competence as an interprofessional team member in the areas of teamwork, communication, and creative problem solving. Conclusions An interprofessional serious game was well-rated by a diverse group of health professions students. Students reported a high level of agreement with being able to discuss concepts important to interprofessional collaboration.
{"title":"A Serious Game Employed to Introduce Principles of Interprofessional Collaboration to Students of Multiple Health Professions","authors":"N. Fusco, Lisa Jane Jacobsen, Nicole Klem, Ryan Krzyzanowicz, P. Ohtake","doi":"10.1177/10468781221093816","DOIUrl":"https://doi.org/10.1177/10468781221093816","url":null,"abstract":"Background Serious games may be beneficial to student learning and skill development when deployed within the context of interprofessional education (IPE). The purpose of this study was to describe the development, implementation, and evaluation of a serious game to introduce foundational knowledge and skills related to interprofessional collaboration in health professions education. Methods A commercially available board game simulation product was purchased by the university and was central to this learning experience. Participants included students from 13 professional programs. During each session, students were organized into teams of four, engaged in an open discussion with their team, played the game and participated in debriefing. At the conclusion, students completed an 11-item program evaluation. Frequencies for each forced-rating question were reported in aggerate and analyzed by profession. A thematic analysis was conducted for open-ended questions. Results A total of 229 students participated and completed the program evaluation. Greater than 88% of respondents either “Agree” or “Strongly Agree” that after participating they were able to communicate and collaborate with students from other health professions programs; discuss the roles of collaboration, innovation, and being data-driven for health-systems improvement; and discuss the importance of teamwork in healthcare provision. Respondents reported this experience contributed to their competence as an interprofessional team member in the areas of teamwork, communication, and creative problem solving. Conclusions An interprofessional serious game was well-rated by a diverse group of health professions students. Students reported a high level of agreement with being able to discuss concepts important to interprofessional collaboration.","PeriodicalId":47521,"journal":{"name":"SIMULATION & GAMING","volume":"53 1","pages":"253 - 264"},"PeriodicalIF":2.0,"publicationDate":"2022-04-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47513112","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 : 2022-04-24DOI: 10.1177/10468781221096870
Lorraine A. Jacques
Background Problem-solving and collaboration occur frequently in serious games. They are also considered necessary skills for students to learn, so many engineering and computer science programs design assignments with them in mind. Understanding the similarities and differences between each scenario would strengthen problem-solving interventions aimed at students. Aim This qualitative study examined how engineering and computer science undergraduates (students) and players of Magic: The Gathering (gamers) identified a problem as being complex, used the inquiry cycle for problem-solving, and engaged in proximal processes. Method Undergraduates in engineering or computer science and players of Magic: The Gathering’s Elder Dragon Highlander format completed an online questionnaire where they described how they solved a complex problem and how they engaged with others (or why they chose not to engage with others) during each part of the process. Responses were grouped by role (gamer or student) and by gender then coded to identify where each was alike and where they differed. Results Gamers and students engaged in the problem-solving process differently, with gamers using more of the inquiry cycle than students did. Proximal processes, however, were used differently based on both group and gender, with female gamers engaging in them most often and female engineers least often.
{"title":"Proximal Processes and Problem Solving: Gamers vs. Students","authors":"Lorraine A. Jacques","doi":"10.1177/10468781221096870","DOIUrl":"https://doi.org/10.1177/10468781221096870","url":null,"abstract":"Background Problem-solving and collaboration occur frequently in serious games. They are also considered necessary skills for students to learn, so many engineering and computer science programs design assignments with them in mind. Understanding the similarities and differences between each scenario would strengthen problem-solving interventions aimed at students. Aim This qualitative study examined how engineering and computer science undergraduates (students) and players of Magic: The Gathering (gamers) identified a problem as being complex, used the inquiry cycle for problem-solving, and engaged in proximal processes. Method Undergraduates in engineering or computer science and players of Magic: The Gathering’s Elder Dragon Highlander format completed an online questionnaire where they described how they solved a complex problem and how they engaged with others (or why they chose not to engage with others) during each part of the process. Responses were grouped by role (gamer or student) and by gender then coded to identify where each was alike and where they differed. Results Gamers and students engaged in the problem-solving process differently, with gamers using more of the inquiry cycle than students did. Proximal processes, however, were used differently based on both group and gender, with female gamers engaging in them most often and female engineers least often.","PeriodicalId":47521,"journal":{"name":"SIMULATION & GAMING","volume":"53 1","pages":"221 - 236"},"PeriodicalIF":2.0,"publicationDate":"2022-04-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44843524","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 : 2022-04-24DOI: 10.1177/10468781221094473
Weerachet Sinlapanuntakul, Jessyca L. Derby, B. Chaparro
Background With the rising demand for the use and application of modern immersive technologies, recent studies have investigated the user experience of augmented reality (AR) and virtual reality (VR) for video game purposes. Despite AR's and VR's pervasiveness in the video game industry, research studies into the effects of mixed reality (MR) on video game experience are scarce. This study examined the impact of MR on video game satisfaction, enjoyment, and user performance of first-time users. Method Participants played the same strategy video game across two platforms, an MR headset and a mobile device. A short version of the Game User Experience Satisfaction Scale (GUESS-18) and the Enjoyment scale (ENJOY) were used to measure satisfaction and enjoyment. Results Results demonstrated that MR provided greater overall satisfaction, engrossment, creativity, and personal gratification. In addition, results revealed higher overall enjoyment, challenge/improvement, and engagement in the MR condition. Interestingly, participants performed better with the mobile version. No statistical differences were found between the conditions regarding the GUESS's usability, audio aesthetics, visual aesthetics, and the ENJOY's pleasure and competence. Conclusion The study provides insight into how MR influences satisfaction and enjoyment for video games. Playing a video game in mixed reality has the potential to enhance the user experience of game players despite the possibility of simulator sickness and worse performance than traditional mobile environments. Features of the gameplay that enhanced as well as diminished video game experience are discussed.
{"title":"Understanding the Effects of Mixed Reality on Video Game Satisfaction, Enjoyment, and Performance","authors":"Weerachet Sinlapanuntakul, Jessyca L. Derby, B. Chaparro","doi":"10.1177/10468781221094473","DOIUrl":"https://doi.org/10.1177/10468781221094473","url":null,"abstract":"Background With the rising demand for the use and application of modern immersive technologies, recent studies have investigated the user experience of augmented reality (AR) and virtual reality (VR) for video game purposes. Despite AR's and VR's pervasiveness in the video game industry, research studies into the effects of mixed reality (MR) on video game experience are scarce. This study examined the impact of MR on video game satisfaction, enjoyment, and user performance of first-time users. Method Participants played the same strategy video game across two platforms, an MR headset and a mobile device. A short version of the Game User Experience Satisfaction Scale (GUESS-18) and the Enjoyment scale (ENJOY) were used to measure satisfaction and enjoyment. Results Results demonstrated that MR provided greater overall satisfaction, engrossment, creativity, and personal gratification. In addition, results revealed higher overall enjoyment, challenge/improvement, and engagement in the MR condition. Interestingly, participants performed better with the mobile version. No statistical differences were found between the conditions regarding the GUESS's usability, audio aesthetics, visual aesthetics, and the ENJOY's pleasure and competence. Conclusion The study provides insight into how MR influences satisfaction and enjoyment for video games. Playing a video game in mixed reality has the potential to enhance the user experience of game players despite the possibility of simulator sickness and worse performance than traditional mobile environments. Features of the gameplay that enhanced as well as diminished video game experience are discussed.","PeriodicalId":47521,"journal":{"name":"SIMULATION & GAMING","volume":"53 1","pages":"237 - 252"},"PeriodicalIF":2.0,"publicationDate":"2022-04-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42802322","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 : 2022-04-23DOI: 10.1177/10468781221089058
M. Schijven, T. Kikkawa
{"title":"Games for Peace and Welfare","authors":"M. Schijven, T. Kikkawa","doi":"10.1177/10468781221089058","DOIUrl":"https://doi.org/10.1177/10468781221089058","url":null,"abstract":"","PeriodicalId":47521,"journal":{"name":"SIMULATION & GAMING","volume":"53 1","pages":"219 - 220"},"PeriodicalIF":2.0,"publicationDate":"2022-04-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46709346","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 : 2022-03-09DOI: 10.1177/10468781221075659
J. Fielder
Background In January 2014 over seven thousand EVE Online players engaged in a 21-h battle that came to be known as the Battle of B-R5RB, in which an estimated $330,000 of virtual property was destroyed, calculated in real U.S. dollars as measured by time. Aim To discern why players were willing to commit time and resources to fight in a large-scale virtual battle, which in turn informs how players perceive risk and develop large-scale emergent political structures. Method Drawing from multiple case history and journalism reports on the Battle of B-R5RB, the author combines the inductive ideographic case study approach and process tracing method to uncover key causal mechanisms. Results The author inductively theorizes that the Battle of B-R5RB resulted from the Null-Sec’s anarchic structure, player commitment to their respective Corporations, measurable economic value, and risk associated with permanent loss. These mechanisms closely align with the offensive realism and anarchy. Discussion and conclusion The Battle of B-R5B is a relevant example of real-world emergent political behavior developing in a virtual world setting. Analysis of this single battle suggests that players are willing to project actual value onto virtual assets. Perception of value is magnified in virtual worlds lacking overt governance or security structures. Players must form groups to mitigate risk, and the greater the risk, the greater the commitment to the group.
{"title":"Ghosts of the Titanomachy: Structure, Commitment, Economics, and Risk as Causal Mechanisms in an Online Battle","authors":"J. Fielder","doi":"10.1177/10468781221075659","DOIUrl":"https://doi.org/10.1177/10468781221075659","url":null,"abstract":"Background In January 2014 over seven thousand EVE Online players engaged in a 21-h battle that came to be known as the Battle of B-R5RB, in which an estimated $330,000 of virtual property was destroyed, calculated in real U.S. dollars as measured by time. Aim To discern why players were willing to commit time and resources to fight in a large-scale virtual battle, which in turn informs how players perceive risk and develop large-scale emergent political structures. Method Drawing from multiple case history and journalism reports on the Battle of B-R5RB, the author combines the inductive ideographic case study approach and process tracing method to uncover key causal mechanisms. Results The author inductively theorizes that the Battle of B-R5RB resulted from the Null-Sec’s anarchic structure, player commitment to their respective Corporations, measurable economic value, and risk associated with permanent loss. These mechanisms closely align with the offensive realism and anarchy. Discussion and conclusion The Battle of B-R5B is a relevant example of real-world emergent political behavior developing in a virtual world setting. Analysis of this single battle suggests that players are willing to project actual value onto virtual assets. Perception of value is magnified in virtual worlds lacking overt governance or security structures. Players must form groups to mitigate risk, and the greater the risk, the greater the commitment to the group.","PeriodicalId":47521,"journal":{"name":"SIMULATION & GAMING","volume":"53 1","pages":"265 - 284"},"PeriodicalIF":2.0,"publicationDate":"2022-03-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47811698","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 : 2022-03-02DOI: 10.1177/10468781211073720
Daniel Luccas Arenas, A. Viduani, Renata Brasil Araújo
Background Role-playing game (RPG) is a term that covers a series of forms and styles of games that involve, in some way, the creation, representation and progression of characters who interact in a fictional world under a system of structured rules. Its applications and effects on human behavior and mental health are, however, still an underexplored area. Methods A scoping review was performed on the literature about RPGs as a therapeutic tool or prevention strategy in psychotherapies and mental health, highlighting studies’ populations, forms of RPG and interventions used. To that, a systematic search in the PubMed/MEDLINE, Embase, PsycINFO, BVS/LILACS databases and grey literature was performed. Results Of the 4,069 studies reviewed, 50 sources of evidence were included. The majority was published as of 2011 (78%) in journals (62%) and targeted therapeutic uses of RPGs (84%). Most interventions used computer (50%) or tabletop RPGs (44%), mostly with cognitive and/or behavioral (52%) therapeutical approaches and targeting adolescents (70%). Conclusion The findings suggest a potential use of RPGs as a complementary tool in psychotherapies. However, only 16% of the studies included were experimental. We identified considerable heterogeneity in RPGs definitions, outcomes and interventions used, preventing a systematic review. Thus, more empirical and well-designed studies on the application of RPGs in mental health are needed.
{"title":"Therapeutic Use of Role-Playing Game (RPG) in Mental Health: A Scoping Review","authors":"Daniel Luccas Arenas, A. Viduani, Renata Brasil Araújo","doi":"10.1177/10468781211073720","DOIUrl":"https://doi.org/10.1177/10468781211073720","url":null,"abstract":"Background Role-playing game (RPG) is a term that covers a series of forms and styles of games that involve, in some way, the creation, representation and progression of characters who interact in a fictional world under a system of structured rules. Its applications and effects on human behavior and mental health are, however, still an underexplored area. Methods A scoping review was performed on the literature about RPGs as a therapeutic tool or prevention strategy in psychotherapies and mental health, highlighting studies’ populations, forms of RPG and interventions used. To that, a systematic search in the PubMed/MEDLINE, Embase, PsycINFO, BVS/LILACS databases and grey literature was performed. Results Of the 4,069 studies reviewed, 50 sources of evidence were included. The majority was published as of 2011 (78%) in journals (62%) and targeted therapeutic uses of RPGs (84%). Most interventions used computer (50%) or tabletop RPGs (44%), mostly with cognitive and/or behavioral (52%) therapeutical approaches and targeting adolescents (70%). Conclusion The findings suggest a potential use of RPGs as a complementary tool in psychotherapies. However, only 16% of the studies included were experimental. We identified considerable heterogeneity in RPGs definitions, outcomes and interventions used, preventing a systematic review. Thus, more empirical and well-designed studies on the application of RPGs in mental health are needed.","PeriodicalId":47521,"journal":{"name":"SIMULATION & GAMING","volume":"53 1","pages":"285 - 311"},"PeriodicalIF":2.0,"publicationDate":"2022-03-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42240773","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 : 2022-02-28DOI: 10.1177/10468781211073645
Micael Sousa, A. Antunes, Nuno Pinto, Nelson Zagalo
Objective Public participation has benefited from innovative engagement tools that facilitate the negotiation between diverse sets of stakeholders with different planning perspectives. Our objective is to test and evaluate the use of a fast Serious Game (SG) to support a participation process in the context of a conference on urban mobility. We also aim to explore how these analogue games engage Player Participants (PPs) and Non-Player Participants (NPPs). Methodology We developed an empirical approach where a fast analogue planning game was designed and deployed to support discussions during a conference on sustainable mobility. The game resulted from modding existing modern board games. We combined several game mechanisms and components with an urban map, following the Design, Play, Experience (DPE) framework for SG development. The low-tech game was available to Player Participants (PPs) and displayed in a way Non-Playing Participants (NPPs) could participate indirectly. Results The proposed SG engaged PPs and NPPs. PPs immediately started to plan the local transport system establishing a collaborative dynamic. NPPs participated by helping PPs, providing them with their expert and local knowledge. The simplicity of the game and the way it was displayed contributed to the engagement of PPs and NPPs. Conclusion Our findings show that layout configurations and facilitation techniques with analogue games can foster the participation of PPs and NPPs. Low-tech analogue SGs can be useful when resources are low, SG experience is reduced, and fast solutions for citizen and stakeholder engagement are necessary.
{"title":"Fast Serious Analogue Games in Planning: The Role of Non-Player Participants","authors":"Micael Sousa, A. Antunes, Nuno Pinto, Nelson Zagalo","doi":"10.1177/10468781211073645","DOIUrl":"https://doi.org/10.1177/10468781211073645","url":null,"abstract":"Objective Public participation has benefited from innovative engagement tools that facilitate the negotiation between diverse sets of stakeholders with different planning perspectives. Our objective is to test and evaluate the use of a fast Serious Game (SG) to support a participation process in the context of a conference on urban mobility. We also aim to explore how these analogue games engage Player Participants (PPs) and Non-Player Participants (NPPs). Methodology We developed an empirical approach where a fast analogue planning game was designed and deployed to support discussions during a conference on sustainable mobility. The game resulted from modding existing modern board games. We combined several game mechanisms and components with an urban map, following the Design, Play, Experience (DPE) framework for SG development. The low-tech game was available to Player Participants (PPs) and displayed in a way Non-Playing Participants (NPPs) could participate indirectly. Results The proposed SG engaged PPs and NPPs. PPs immediately started to plan the local transport system establishing a collaborative dynamic. NPPs participated by helping PPs, providing them with their expert and local knowledge. The simplicity of the game and the way it was displayed contributed to the engagement of PPs and NPPs. Conclusion Our findings show that layout configurations and facilitation techniques with analogue games can foster the participation of PPs and NPPs. Low-tech analogue SGs can be useful when resources are low, SG experience is reduced, and fast solutions for citizen and stakeholder engagement are necessary.","PeriodicalId":47521,"journal":{"name":"SIMULATION & GAMING","volume":"53 1","pages":"175 - 193"},"PeriodicalIF":2.0,"publicationDate":"2022-02-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46991042","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 : 2022-02-28DOI: 10.1177/10468781221075143
Lalipat Gitgeatpong, W. Ketpichainarong
Background The mangrove ecosystem is a most productive and biologically diverse ecosystem. Even though many insertional media and tools are used for educating students about the mangrove ecosystem and conservation, most media do not provide in-depth knowledge of the relationships among organisms in the mangrove ecosystem. This research created a board game as an instructional tool to help students learn about the relationship of organisms and environmental impacts on the mangrove ecosystem. Aim The Mangrove Survivor board game was designed and developed for fostering students’ learning in the concepts relating to the relationship among organisms, biodiversity, and the impact of the key factors on living organisms to survive in the mangrove ecosystem. Method Thirty-two students in grade 11 played the developed board game in groups of four to six. Then each group was asked to discuss and write a food web to summarize the obtained knowledge. A debriefing session was organized to confirm that all students accomplished understanding. Finally, all students were asked to complete the openended questions, questionnaire, and focus group interviews. Results The overall results showed that students gained more knowledge and showed a positive perception toward the mangrove ecosystem. Most students also showed positive satisfaction with the developed board game which helped them to learn the concept. Conclusion The results suggested that the mangrove Survivor board game can be a highly effective teaching and learning tool for enhancing student understanding relating to the mangrove ecosystem. Limitations of the study and suggestions for future research are discussed.
{"title":"Fostering Students’ Understanding in Mangrove Ecosystem: A Case Study Using the Mangrove Survivor Board Game","authors":"Lalipat Gitgeatpong, W. Ketpichainarong","doi":"10.1177/10468781221075143","DOIUrl":"https://doi.org/10.1177/10468781221075143","url":null,"abstract":"Background The mangrove ecosystem is a most productive and biologically diverse ecosystem. Even though many insertional media and tools are used for educating students about the mangrove ecosystem and conservation, most media do not provide in-depth knowledge of the relationships among organisms in the mangrove ecosystem. This research created a board game as an instructional tool to help students learn about the relationship of organisms and environmental impacts on the mangrove ecosystem. Aim The Mangrove Survivor board game was designed and developed for fostering students’ learning in the concepts relating to the relationship among organisms, biodiversity, and the impact of the key factors on living organisms to survive in the mangrove ecosystem. Method Thirty-two students in grade 11 played the developed board game in groups of four to six. Then each group was asked to discuss and write a food web to summarize the obtained knowledge. A debriefing session was organized to confirm that all students accomplished understanding. Finally, all students were asked to complete the openended questions, questionnaire, and focus group interviews. Results The overall results showed that students gained more knowledge and showed a positive perception toward the mangrove ecosystem. Most students also showed positive satisfaction with the developed board game which helped them to learn the concept. Conclusion The results suggested that the mangrove Survivor board game can be a highly effective teaching and learning tool for enhancing student understanding relating to the mangrove ecosystem. Limitations of the study and suggestions for future research are discussed.","PeriodicalId":47521,"journal":{"name":"SIMULATION & GAMING","volume":"53 1","pages":"194 - 213"},"PeriodicalIF":2.0,"publicationDate":"2022-02-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48773311","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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