163 research outputs found

    Game-Based Learning, Gamification in Education and Serious Games

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    The aim of this book is to present and discuss new advances in serious games to show how they could enhance the effectiveness and outreach of education, advertising, social awareness, health, policies, etc. We present their use in structured learning activities, not only with a focus on game-based learning, but also on the use of game elements and game design techniques to gamify the learning process. The published contributions really demonstrate the wide scope of application of game-based approaches in terms of purpose, target groups, technologies and domains and one aspect they have in common is that they provide evidence of how effective serious games, game-based learning and gamification can be

    Efeitos negativos e limitações da gamificação no período entre 2005 e 2020: uma revisão sistemática da literatura

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    A gamificação tem sido definida como a aplicação de elementos de jogo a contextos que não são de jogo (Deterding et al, 2011), de forma a promover comportamentos nos indivíduos (Hamari & Koivisto, 2015). A investigação acerca da gamificação tem sido desenvolvida numa perspetiva de procura de benefícios em áreas como o marketing, a gestão e a educação (Rodrigues, Oliveira & Rodrigues, 2019). Porém, constata-se uma lacuna na literatura relativamente a uma investigação que contemple o lado negativo da gamificação e as suas potenciais limitações. O objetivo geral deste estudo consistiu em compreender os efeitos negativos e limitações da implementação da gamificação ou de elementos de jogo mencionados na literatura científica de diversas áreas. Para tal, elaborou-se uma revisão sistemática da literatura cobrindo 86 textos científicos publicados entre 2005 e 2020 em revistas científicas de ranking maior ou igual a Q2. Utilizou-se o Leximancer para extrair os principais temas e conceitos abordados. Constatou-se que os temas “gamification”, “aprendizagem”, “desempenho”, “comportamento” e “marca” foram os mais explorados pelos investigadores no período analisado. Os conceitos “marca”, “efeitos”, “contexto” e “comportamento” são aqueles que mais se relacionam com o conceito “negativo”, que se associa também com os conceitos “controlo” e “desempenho”. Detetou-se que a gamificação tem, sim, um lado negativo, que está dependente do contexto e que se manifesta principalmente no âmbito de situações de aprendizagem. A base teórica construída neste estudo permitirá a investigação sobre os fatores contextuais que limitam a eficácia da aplicação da gamificação em situação de aprendizagem.Gamification has been defined as the usage of game elements in non-game contexts (Deterding et al, 2011), to promote certain behaviours in individuals (Hamari & Koivisto, 2015). Since it is a recent, gamification has been research from a benefit search point of view in areas like marketing, management and education concept (Rodrigues, Oliveira & Rodrigues, 2019). However, there is a lack of transversal studies about the negative side of gamification and its potential limitations. The main purpose of this study was to understand the negative effects and limitations of the implementation of gamification or gamified elements, mentioned throughout scientific literature of several areas. We have thus performed a systematic review of literature covering 84 scientific texts published between 2005 and 2020 in scientific journals of Q2 or higher. We then used Leximancer to extract the main themes and concepts considered. We concluded that “gamification”, “learning”, “performance”, “behaviour” and “brand were the main themes underlying the investigation conducted in the analysed period. Moreover, “brand”, “effects”, “context” and “behaviour” are the closest concepts to “negative”, which is also associated with “control” and “performance”. We confirmed gamification does have a negative side, which depends on the context and is mainly present in learning situations. The theoretical basis brought by our study allows for future investigation on the context factors that hinder the efficacy of gamification in learning situations

    PENINGKATAN KOMPETENSI GURU SDN MARGOREJO I MELALUI WORKSHOP EVALUASI PEMBELAJARAN BERBASIS HOTS

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    Pengabdian masyarakat ini bertujuan meningkatkan kompetensi guru di SDN Margorejo 1 dalam menyusun evaluasi pembelajaran berbasis HOTS. Workshop dilaksanakan secara daring menggunakan aplikasi zoom. Metode yang digunakan ceramah, diskusi, tanya jawab, dan penugasan.  Tahapan kegiatan ini berupa eksplorasi, elaborasi, dan konfirmasi. Pada tahap eksplorasi guru diminta untuk mengemukakan pengetahuannya tentang evaluasi pembelajaran berbasis HOTS. Hasil eksplorasi digunakan sebagai dasar tahap elaborasi, yaitu berupa penjelasan secara teoretis dan kegiatan praktik tentang penyusunan evaluasi pembelajaran berbasis HOTS. Pada tahap konfirmasi, guru diberi kesempatan untuk menyusun evaluasi pembelajaran berbasis HOTS secara berkelompok. Hasil menunjukkan bahwa guru di SDN Margorejo 1 sudah memiliki keterampilan dalam menyusun evaluasi berbasis HOTS. Sejumlah 75% guru peserta PPM mengetahui secara komprehensif tentang level dimensi kognitif. Sejumlah 70% guru peserta PPM memahami dengan baik mengenai evaluasi berbasis HOTS; Sejumlah 60% guru peserta PPM memiliki pemahaman yang baik tentang teknik-teknik penyusunan soal HOTS; Sejumlah 50% guru peserta PPM terampil dalam merencanakan, dan menyusun soal HOTS. Respon peserta pasca workshop menunjukkan kategori baik

    Playing it safe : A literature review and research agenda on motivational technologies in transportation safety

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    While motivation affects safety-related decision-making and human reliability, technologies to promote it are scarcely used. We have only recently witnessed how motivational technologies, including serious games, gamification, and persuasive technologies have emerged on the palette of methods for enhancing transportation safety. However, the research on these technologies for transportation safety is fragmented, preventing future studies and practical efforts. This paper describes the state-of-the-art through a systematic review to address this issue. Analyzing 62 studies, we perceive that motivational technologies focus on reducing the accident likelihood and mitigating their consequences. While these technologies can induce positive psychological change and improve learning, the evidence of behavioral change is mainly limited to simulation settings, lacking examination of the long-term benefits and potential adverse effects. Our results highlight the importance of aligning motivational design with the cognitive demand of the transportation task and the means for improving safety. Future research should explore how motivational technologies can enhance safety from the system design perspective, cover a broader scope of transportation modes, compare their effects to conventional approaches while considering social aspects in their design and evaluation. Beside providing an overview of the area and future directions, this paper also introduces design recommendations to guide practitioners.publishedVersionPeer reviewe

    Empowering vulnerable people with serious games and gamification

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    Although many people will associate games with entertainment and leisure, games can also aim more serious purposes, such as training or education. Games with such goals are called serious games. In addition, gamification means that a (serious) task is enhanced with game elements. Examples of serious games and gamification can be seen in many aspects of daily life. Loyalty programs of stores, educational games in schools, fitness wearables and their gamified applications, rehabilitation games, and so on. In this dissertation, the focus is on a specific domain in which serious games and gamification can create societal benefit, namely by using them to empower vulnerable target groups. In the first part of this dissertation, a literature review is performed to understand the domain of serious games and gamification for vulnerable target groups. Based on this review, research gaps can be identified. Moreover, the review resulted in a taxonomy that is used throughout the dissertation to classify different games and applications. In the following parts of the dissertation, projects addressing two different target groups and in total three vulnerabilities are discussed. The first target group is older adults, who are vulnerable in different ways. In this dissertation, safety risks for doorstep scams and health risks through malnutrition are addressed. The first vulnerability is addressed by a serious game using interactive scenarios of doorstep scams. A diet tracking system that was used to support participants in a diet trial addressed the latter vulnerability. The second target group is young adults, which is an age group with a vulnerable mental well-being. The last part of this dissertation aims to study how gamification can be used to enhance self-compassion among young adults via an online 6-weeks training program, to increase their resilience in the face of mental well-being difficulties. Artificial Intelligence (AI) technologies can be used to personalize and adapt the experience of a game to users. Tone of voice analysis was used to influence the progression in scenarios of the serious game about doorstep scams, and it gave players the possibility to assess the assertiveness of their voice. Machine learning algorithms were used to create personalized meal recommendations that can be used to improve the user experience of the diet tracking system for older adults. These algorithms base their recommendations on information about the historical intake of users to suggest meals and to additional items during meal editing. This makes the process of registering a meal less time-consuming. Sentiment analysis is used to adapt responses of the system in an exercise from the self-compassion training program. In addition, a topic detection algorithm was designed to assign one topic from a predefined set of topics to a note by a user of the training program. With this information, users can choose different types of situations to use in the exercises: frequently or rarely discussed topics. Aside from those techniques, knowledge representation is used in all projects, which is important for serious games/gamified applications since they are often based on expert and/or domain knowledge. This dissertation contributes to understanding the domain of serious games and gamification to empower vulnerable groups. The work also contributes to the research on the development of applications within that domain. On top of that, it contributes to understanding how AI techniques can be used to offer (personalized) features that enrich serious games or gamified applications. Finally, for each of the project centered parts, the results that are found in those parts contribute to the research in those specific fields
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