A Comprehensive Review of Serious Games in Health Professions

Education of healthcare professionals is of primary importance for patient safety. In some health related professions, education and training have to be practiced during the entire working period and not only limited to school years. The use of new technology such as virtual reality and e-learning brings new possibilities with significant improvement in learning outcomes. Serious gaming describes a technology that can educate and train while entertaining users. This type of training can be very useful for health professions because it improves learning outcomes creating a learner oriented approach and providing a stealth mode of teaching. In some fields it represents an ideal instrument for continuous health professions education also in terms of costs because it is cheaper than traditional training methods that use cadavers or mannequins. In this paper we make a scoping review of serious games developed for health professions and health related fields in order to understand if they are useful tools for health related fields training. Many papers confirmed that serious gaming is a useful technology that improves learning and skills development for health professionals

Empowering vulnerable people with serious games and gamification

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

Simulation-Based Safety Training for Plant Maintenance in Virtual Reality

This paper presents a 3-D simulation model for safety training in an interactive and fully immersive virtual environment (IVE). The training comprises application of serious games (SGs) designed for filter replacements on a gas-powered plant (GPP) engine model by participants based on plant maintenance health and safety environment (HSE) regulations. Although maintenance work on GPP constitutes significantly in the share of hazards in the industry, there is however, scanty research related to simulation-based training for safety. Research nonetheless indicates the success of this technology in other industrial fields. For this reason, this study explored the possibility for training in safe work practices during maintenance in a gamified virtual environment. The Unreal real-time 3D game engine software was employed for creating virtual objects in the simulation. In total, 38 participants individually undertook the training in the virtual realm and provided feedback on a 5-point Likert scale. Questions pursuant to the assessment included the efficacy of acquired safety knowledge and skills, proximity of the simulation-based training to reality, and the interests and preference of SGs-IVE towards safety training. Results demonstrates participant’s perception of the prospects and learning outcome of SGs-IVE towards safety training: A factor that promotes greater cognitive learning for mindful safety practices.© The Editor(s) (if applicable) and The Author(s), under exclusive license to Springer Nature Switzerland AG 2021. This is a post-peer-review, pre-copyedit version of an article published in Advances in Simulation and Digital Human Modeling: Proceedings of the AHFE 2020 Virtual Conferences on Human Factors and Simulation, and Digital Human Modeling and Applied Optimization, July 16-20, 2020, USA. The final authenticated version is available online at: http://dx.doi.org/10.1007/978-3-030-51064-0_22fi=vertaisarvioitu|en=peerReviewed

Serious games localisation. Playability and translation strategies

Póster presentado en el 8th EST Congress, Aarhus University (Denmark) on 15-17 September 2016.Serious games, traditionally defined as ‘a mental contest, played with a computer in accordance with specific rules, that uses entertainment to further government or corporate training, education, health, public policy, and strategic communication objectives’ (Zyda 2005: 26), use the incentives of game design (competition, curiosity, collaboration and individual challenge) to boost the motivation of participants in carrying out complex or tedious tasks (Michel 2014). Similarly, entertainment video games simulate an experience on screen. Playability is the properties and attributes, taken as a whole, that define the experience of the video game player. Those attributes are satisfaction, learning, efficacy, immersion, motivation and excitement. The most important papers on localization of video games (Chandler 2005; Mangiron 2013; Bernal 2014) are dedicated almost exclusively to entertainment video games in which the importance of the recreational experience of the user is evident. However, it is not so clear in the translation of a serious game. We take as an example a video game developed by the E-UCM Research Group for the application of a WHO Surgical Safety Checklist which combines localization of software, audiovisual translation and translation of highly specialised material for an expert audience. In appearance, it can have more similarities with scientific translation than with the localization of video games. Consequently, in the translation process the player’s experience may be relegated to a secondary level. In this poster we will analyse the impact of playability on serious game localization. Specifically, we shall study the elements related with the immersive experience, the aim of which is to secure an emotional response from the player, and their influence on translation strategies

Game Based Learning for Safety and Security Education

Safety and security education are important part of technology related education, because of recent number of increase in safety and security related incidents. Game based learning is an emerging and rapidly advancing forms of computer-assisted instruction. Game based learning for safety and security education enables students to learn concepts and skills without the risk of physical injury and security breach. In this paper, a pedestal grinder safety game and physical security game have been developed using industrial standard modeling and game development software. The average score of the knowledge test of grinder safety game was 82%, which is higher than traditional lecture only instruction method. In addition, the survey of physical security game shows 84% average satisfaction ratio from high school students who played the game during the summer camp. The results of these studies indicated that game based learning method can enhance students' learning without potential harm to the students

Understanding Engagement within the Context of a Safety Critical Game

One of the most frequent arguments for deploying serious games is that they provide an engaging format for student learning. However, engagement is often equated with enjoyment, which may not be the most relevant conceptualization in safety-critical settings, such as law enforcement and healthcare. In these contexts, the term ‘serious’ does not only relate to the non-entertainment purpose of the game but also the environment simulated by the game. In addition, a lack of engagement in a safety critical training setting can have serious ethical implications, leading to significant real-world impacts. However, evaluations of safety-critical games (SCGs) rarely provide an in-depth consideration of player experience. Thus, in relation to simulation game-based training, we are left without a clear understanding of what sort of experience players are having, what factors influence their engagement and how their engagement relates to learning. In order to address these issues, this paper reports on the mixed-method evaluation of a SCG that was developed to support police training. The findings indicate that engagement is supported by the experience situational relevance, due to the player’s experience of real-world authenticity, targeted feedback mechanisms and learning challenges