Low Fidelity Paradigm For Research In Aircrew Coordination And Performance

An application for low-fidelity simulation is reported that appears to be useful as a tool for aircrew coordination research. The flight task used for this paradigm is a commercially available computer game which is presented using a personal computer and two monitors

Evidence for the validity of PC-based simulations in studying aircrew coordination

Recently, advances in computer technology have allowed the use of PC-based simulations for a variety of aviation training and research purposes. One area in particular where PC-based simulations have been used extensively is the study of aircrew coordination. Yet, there have always been lingering questions about the validity of these simulations. Critics have argued that most PC-based simulations are derived from video games and that gaming cannot substitute for actual work tasks. Also, the low physical fidelity of these devices has been cited as a potential threat to validity. By reviewing a number of aircrew studies conducted over the past 10 years and by presenting new experimental results, this article provides evidence for the validity of using PC-based simulations. Additionally, this article provides a set of guidelines that can be used by practitioners to increase the validity of their simulations

Optimizing Learning In Surgical Simulations: Guidelines From The Science Of Learning And Human Performance

Simulation-based training is rapidly becoming an integral part of surgical training. However, the effectiveness of this type of training is as dependent on the manner in which it is implemented and delivered as it is on the simulator itself. In this article, the authors identify specific elements from the science of learning and human performance that may assist educators in optimizing the effects of simulation-based training. These elements include scenario design, feedback, conditions of practice, and others. Specific guidelines for simulation-based surgical training are provided. © 2010 Elsevier Inc

Associations Of Subjective Immersion, Immersion Subfactors, And Learning Outcomes In The Revised Game Engagement Model

Serious Educational Video Games (SEGs) play a large role in education for both children and adults. However, the budget for SEGs is typically lower than traditional entertainment video games, bringing with it the need to optimize the learning experience. This article looks at the role game immersion plays in improving learning outcomes, using the Revised Game Engagement Model (R-GEM) to determine whether learning outcomes were associated specifically with Immersion itself, or with the various prerequisites to achieving immersion. A sample of 125 undergraduate university students which played an educational video game and were assessed on Immersion, subjective System Usability, Creative Imagination, and learning performance. Immersion and System Usability were shown to be associated with higher learning outcomes, but, after controlling for other factors, it seems that System Usability is only helpful inasmuch as it promotes Immersion. This article concludes that further study is needed to determine whether the same association can be found with different populations and with different types of learning

Improving Social Skills Through Game Jam Participation

As game jams become more popular among both game developers and people interested in becoming one, the number of jams that occur each year has grown at an astronomical pace. Given this popularity, it is clear that participants are gaining some intrinsic value from participation. This appears to come in many forms including new friends, business partnerships, portfolio pieces, development practice, skill acquisition, and improved confidence in personal abilities. This research set out specifically to explore the effects of game jam participation on personal self-efficacy related to the skills required to successfully perform at a jam. Game jams tend to be social events and participants are often times less social individuals. Putting participants in the situation of having to communicate their ideas with others and express themselves under the stress of a deadline while the entire team is acquiring new skills sounds like a recipe for disaster, however, this is not the case. A pre and post-event self-efficacy measure was administered at the 2016 Global Game Jam site in Orlando Fl. The results of this research show significant improvements in self-efficacy related to the social skills required to be successful at a game jam. It is possible that the excitement and challenge of developing a game helps facilitate breaking down of social walls and provides an opportunity to practice socialization skills with purpose that is motivating to participants

Design For The Illiterate: A Scoping Review Of Tools For Improving The Health Literacy Of Electronic Health Resources

Nearly 1 in 5 people living in the United States cannot read at even a basic level, a condition which greatly affects health outcomes. Despite this, most electronic health resources are reliant not only on text, but on complex reading and text manipulation that may result in poorer outcomes and reduced usage by patients with reduced literacy. This paper aims to synthesize findings and best practices across health literacy research, product design and games for health to support the development of electronic health resources which are less reliant on text to communicate health information. This synthesis involves the implantation of visual means of communication, as well as leveraging the strengths of planned interactions modeled after patient-caregiver communication. Through adopting these techniques, it is hoped that the concept of a health-literate system of healthcare can be extend from direct care settings and into the electronic design space

Video Game Self-efficacy and its Effect on Training Performance

This study examined the effects of using serious games for training on task performance and declarative knowledge outcomes. The purpose was to determine if serious games are more effective training tools than traditional methods. Self-efficacy, expectations for training, and engagement were considered as moderators of the relationship between type of training and task performance as well as type of training and declarative knowledge. Results of the study offered support for the potential of serious games to be more effective than traditional methods of training when it comes to task performance

Making Games For Health Engaging: The Influence Of Cognitive Skills

Objective: Serious games for health care are on the rise. These games are thought to be effective because they can provide information in a context that is engaging. However, it is likely that game-based health training is most effective for a subset of people with specific skills, traits, and experiences. Understanding the factors associated with optimum game outcomes will help us better describe the learners for whom they are appropriate. Toward this end, the present study examined specific cognitive skills related to the achievement of flow state while playing a game for health. Materials and Methods: In total, 59 college students were recruited from undergraduate classes to play a game for health and were assessed on levels of mindfulness, cognitive flexibility, and flow state. Results: The results suggest that the effect of cognitive flexibility on flow changes as a function of mindfulness. More specifically, the results suggest that there is a negative relationship between cognitive flexibility and flow in individuals low on mindfulness and a positive relationship between cognitive flexibility and flow in individuals high on mindfulness. Conclusions: Game designers wishing to create effective game-based treatment supplements may wish to implement cognitive flexibility and mindfulness training