Serious games for health: three steps forwards

David Drummond1, Alice Hadchouel1, Antoine Tesnière1
1Ilumens Simulation Department, Paris Descartes University, 45 rue des Saint Pères, 75006, Paris, France

Tóm tắt

Từ khóa


Tài liệu tham khảo

McCoy B. Digital distractions in the classroom: student classroom use of digital devices for non-class related purposes. J Media Edu. 2013;4(4):5e14.

Murphy M. Why games work and the science of learning. Report [Internet]. 2012. Available http://www.goodgamesbydesign.com/Files/WhyGamesWork_TheScienceOfLearning_CMurphy_2011.pdf . [Cited 12 Jan 2017]

Cook DA, Hamstra SJ, Brydges R, Zendejas B, Szostek JH, Wang AT, et al. Comparative effectiveness of instructional design features in simulation-based education: systematic review and meta-analysis. Med Teach. 2013;35:e867–98.

Greenwood CR, Horton BT, Utley CA. Academic engagement: current perspectives on research and practice. Sch Psychol Rev. 2002;31:328.

Eichenbaum A, Bavelier D, Green CS. Video games: play that can do serious good. Am J Play. 2014;7:50.

Prensky M. The motivation of gameplay: the real twenty-first century learning revolution. Horiz. 2002;10:5–11.

Klopfer E, Osterweil S, Salen K. Moving learning games forward. 2009.

Ryan RM, Deci EL. Intrinsic and extrinsic motivations: classic definitions and new directions. Contemp Educ Psychol. 2000;25:54–67.

Wouters P, Van Nimwegen C, Van Oostendorp H, Van Der Spek ED. A meta-analysis of the cognitive and motivational effects of serious games. J Educ Psychol. 2013;105:249.

Kato PM, Cole SW, Bradlyn AS, Pollock BH. A video game improves behavioral outcomes in adolescents and young adults with cancer: a randomized trial. Pediatrics. 2008;122:e305–17.

Kron FW, Gjerde CL, Sen A, Fetters MD. Medical student attitudes toward video games and related new media technologies in medical education. BMC Med Educ. 2010;10:50.

Did neuroscience find the secrets of learning? [Internet]. Available from: http://www.paristechreview.com/2013/11/07/neuroscience-secret-learning/ . [cited 17 Jul 2015].

Petersen SE, Posner MI. The attention system of the human brain: 20 years after. Annu Rev Neurosci. 2012;35:73–89.

Posner MI, Rothbart MK, Tang Y-Y. Enhancing attention through training. Curr Opin Behav Sci. 2015;4:1–5.

Baldi E, Bucherelli C. The inverted “u-shaped” dose-effect relationships in learning and memory: modulation of arousal and consolidation. Nonlinearity Biol Toxicol Med. 2005;3:9–21.

Ivory JD, Kalyanaraman S. The effects of technological advancement and violent content in video games on players’ feelings of presence, involvement, physiological arousal, and aggression. J Commun. 2007;57:532–55.

Grimshaw M. Sound and immersion in the first-person shooter. Int J Intell Games Simul. 2008;5:119–24.

Hamari J, Shernoff DJ, Rowe E, Coller B, Asbell-Clarke J, Edwards T. Challenging games help students learn: an empirical study on engagement, flow and immersion in game-based learning. Comput Hum Behav. 2016;54:170–9.

Csikszentmihalyi M. Flow: the psychology of optimal experience. New York: Harper Perennial; 1991.

Cowley B, Ravaja N. Learning in balance: using oscillatory EEG biomarkers of attention, motivation and vigilance to interpret game-based learning. Cogent Educ. 2014;1:962236.

Kirschner PA, Sweller J, Clark RE. Why minimal guidance during instruction does not work: an analysis of the failure of constructivist, discovery, problem-based, experiential, and inquiry-based teaching. Educ Psychol. 2006;41:75–86.

Wouters P, Van Oostendorp H. A meta-analytic review of the role of instructional support in game-based learning. Comput Educ. 2013;60:412–25.

Murray JH. Hamlet on the holodeck: the future of narrative in cyberspace. Simon and Schuster. New York: The Free Press; 1997.

Jennett C, Cox AL, Cairns P, Dhoparee S, Epps A, Tijs T, et al. Measuring and defining the experience of immersion in games. Int J Hum Comput Stud. 2008;66:641–61.

Cheng M-T, Lin Y-W, She H-C, Kuo P-C. Is immersion of any value? Whether, and to what extent, game immersion experience during serious gaming affects science learning. Br J Educ Technol. 2016. doi: 10.1111/bjet.12386 .

Cheng M-T, She H-C, Annetta LA. Game immersion experience: its hierarchical structure and impact on game-based science learning. J Comput Assist Learn. 2015;31:232–53.

Freeman S, Eddy SL, McDonough M, Smith MK, Okoroafor N, Jordt H, et al. Active learning increases student performance in science, engineering, and mathematics. Proc Natl Acad Sci. 2014;111:8410–5.

Davis D, O’Brien M, Freemantle N, Wolf FM, Mazmanian P, Taylor-Vaisey A. Impact of formal continuing medical education: do conferences, workshops, rounds, and other traditional continuing education activities change physician behavior or health care outcomes? JAMA. 1999;282:867–74.

Prince M. Does active learning work? A review of the research. J Eng Educ Wash. 2004;93:223–32.

Sitzmann T. A meta-analytic examination of the instructional effectiveness of computer-based simulation games. Pers Psychol. 2011;64:489–528.

Sutton RS. Learning to predict by the methods of temporal differences. Mach Learn. 1988;3:9–44.

O’Doherty JP, Dayan P, Friston K, Critchley H, Dolan RJ. Temporal difference models and reward-related learning in the human brain. Neuron. 2003;38:329–37.

Schultz W, Dayan P, Montague PR. A neural substrate of prediction and reward. Science. 1997;275:1593–9.

Pritchard RD, Jones SD, Roth PL, Stuebing KK, Ekeberg SE. Effects of group feedback, goal setting, and incentives on organizational productivity. J Appl Psychol. 1988;73:337–58.

Kluger AN, DeNisi A. The effects of feedback interventions on performance: a historical review, a meta-analysis, and a preliminary feedback intervention theory. Psychol Bull. 1996;119:254–84.

Lameras P. Essential features of serious games design in higher education. Learning. 2015;4:5.

Katz B, Jaeggi S, Buschkuehl M, Stegman A, Shah P. Differential effect of motivational features on training improvements in school-based cognitive training. Front Hum Neurosci. 2014;8:242.

McGaugh JL. The perseveration-consolidation hypothesis: Mueller and Pilzecker, 1900. Brain Res Bull. 1999;50:445–6.

McGaugh JL. Memory—a century of consolidation. Science. 2000;287:248–51.

Froyen DJW, Bonte ML, van Atteveldt N, Blomert L. The long road to automation: neurocognitive development of letter–speech sound processing. J Cogn Neurosci. 2008;21:567–80.

Shadmehr R, Holcomb HH. Neural correlates of motor memory consolidation. Science. 1997;277:821–5.

Vlach HA, Sandhofer CM, Kornell N. The spacing effect in children’s memory and category induction. Cognition. 2008;109:163–7.

Goverover Y, Hillary FG, Chiaravalloti N, Arango-Lasprilla JC, DeLuca J. A functional application of the spacing effect to improve learning and memory in persons with multiple sclerosis. J Clin Exp Neuropsychol. 2009;31:513–22.

Wang Z, Zhou R, Shah P. Spaced cognitive training promotes training transfer. Front Hum Neurosci. 2014;8:217.

Kerfoot BP. Learning benefits of on-line spaced education persist for 2 years. J Urol. 2009;181:2671–3.

Kerfoot BP, Armstrong EG, O’Sullivan PN. Interactive spaced-education to teach the physical examination: a randomized controlled trial. J Gen Intern Med. 2008;23:973–8.

Kerfoot BP, Kearney MC, Connelly D, Ritchey ML. Interactive spaced education to assess and improve knowledge of clinical practice guidelines: a randomized controlled trial. Ann Surg. 2009;249:744–9.

Kerfoot BP, Baker H, Pangaro L, Agarwal K, Taffet G, Mechaber AJ, et al. An online spaced-education game to teach and assess medical students: a multi-institutional prospective trial. Acad Med J Assoc Am Med Coll. 2012;87:1443–9.

Greenhalgh T. How to read a paper: the basics of evidence-based medicine. Chichester: John Wiley & Sons. 2014.

Harden RM, Grant J, Buckley G, Hart IR. BEME guide no. 1: best evidence medical education. Med Teach. 1999;21:553–62.

Graafland M, Schraagen JM, Schijven MP. Systematic review of serious games for medical education and surgical skills training. Br J Surg. 2012;99:1322–30.

de Freitas S, Oliver M. How can exploratory learning with games and simulations within the curriculum be most effectively evaluated? Comput Educ. 2006;46:249–64.

Sawyer B. From cells to cell processors: the integration of health and video games. IEEE Comput Graph Appl. 2008;28:83–5.

Wattanasoontorn V, Boada I, García R, Sbert M. Serious games for health. Entertain Comput. 2013;4:231–47.

Graafland M, Dankbaar M, Mert A, Lagro J, De Wit-Zuurendonk L, Schuit S, et al. How to systematically assess serious games applied to health care. JMIR Serious Games [Internet]. 2014;2. Available from: http://www.ncbi.nlm.nih.gov/pmc/articles/PMC4307812/ . [cited 23 Jul 2015].

Primack BA, Carroll MV, McNamara M, Klem ML, King B, Rich M, et al. Role of video games in improving health-related outcomes: a systematic review. Am J Prev Med. 2012;42:630–8.

Girard C, Ecalle J, Magnan A. Serious games as new educational tools: how effective are they? A meta-analysis of recent studies. J Comput Assist Learn. 2013;29:207–19.

Huss K, Winkelstein M, Nanda J, Naumann PL, Sloand ED, Huss RW. Computer game for inner-city children does not improve asthma outcomes. J Pediatr Health Care. 2003;17:72–8.

Mundell WC, Kennedy CC, Szostek JH, Cook DA. Simulation technology for resuscitation training: a systematic review and meta-analysis. Resuscitation. 2013;84:1174–83.

Ilgen JS, Sherbino J, Cook DA. Technology-enhanced simulation in emergency medicine: a systematic review and meta-analysis. Acad Emerg Med Off J Soc Acad Emerg Med. 2013;20:117–27.

Kirkpatrick DL. Evaluating training programs: the four levels. San Francisco; Emeryville: Berrett-Koehler; 1994.

Mosley C, Dewhurst C, Molloy S, Shaw BN. What is the impact of structured resuscitation training on healthcare practitioners, their clients and the wider service? A BEME systematic review: BEME guide no. 20. Med Teach. 2012;34:e349–85.

Cole SW, Yoo DJ, Knutson B. Interactivity and reward-related neural activation during a serious videogame. PLoS ONE. 2012;7:e33909.