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115 results for “Serious Game”
Dataset of the manuscript "Are Serious Games an Alternative to Personality Questionnaires? Initial Analysis of a Gamified Assessment"
<p>The present database belongs to the manuscript titled "Are Serious Games an Alternative to Personality Questionnaires? Initial Analysis of a Gamified Assessment". The study has been peformed in English, but the research is conducted in Spanish.</p>
RAYUELA - Open Data - Data collected through a serious game created to identify patterns and profiles of young potential victims/perpetrators of cybercrimes.
<p>The data of this dataset have been collected in the pilots carried out by the RAYUELA project in different countries of the European Union. The participants are minors and the game sessions have been carried out in schools and summer camps in a supervised way.</p>
EVIDENT H2020 – EVIDENT Serious Games Dataset
<p>The EVIDENT serious game explores consumer behaviour in response to a malfunctioning home appliance. Specifically, it examines how consumers approach decisions to repair or replace a broken home appliance and the impact of behavioural biases on these decisions. There are two key aims addressed within the EVIDENT serious game. 1) Determine the impact of socio-demographic factors, environmental literacy, and financial literacy on consumer willingness to pay for the repair of home appliances. 2) Determine the impact of information and education mediated through a serious game on consumer in-game and real-world repair/replace decision-making.</p> <p>The serious game itself is a life-simulation game in which users are tasked with maintaining their virtual home while ensuring their avatar remains comfortable (i.e. basic needs such as hunger, warmth and hygiene are met) while monitoring their financial and energy consumption. Within this game, users learn that an appliance has malfunctioned, and a repairperson is called. Users must then determine how best to proceed by entering a negotiation with the repairperson.</p> <p>The experiment consists of the following sections: 1) demographic information; 2) financial literacy; 3) environmental literacy; 4) serious game. The game receives as input the replies of the participant on the demographics information section to provide a personalized gameplay experience. Replies regarding participant's age ("What is your age?"), role ("Which of the following apply to you?"), income ("What is your household's annual income?"), gender ("Which character would you like to play with?") and family status ("How many people live in your home (including you) - Children") will be used to adjust players' avatar, starting amount of money, size of the house, age of the player and the negotiation process with the repair person.</p> <p>The negotiation process differs based on the participants' role ("Which of the following apply to you?"). In this question, the participant can choose one of the following replies: 1) I am a homeowner, 2) I am a tenant (i.e. I pay someone to rent my accommodation), 3) I am a landlord (i.e. I receive payment for accommodation from someone else). Participants who rent (2) or are landlords (3) will be assigned to an additional in-game scenario to explore the unique context in which their energy decisions are made. Random allocation to a role will be applied for participants who select multiple options (i.e., homeowners who are also landlords).</p> <p>More information on the EVIDENT Serious Game Experiment can be found on the public deliverables of the EVIDENT project <a href="https://evident-h2020.eu/deliverables/">https://evident-h2020.eu/deliverables/</a>. More specifically, the serious game implementation design is described in deliverable D2.3 <a href="https://evident-h2020.eu/wp-content/uploads/2021/12/EVIDENT_D2.3_Serious-Game-Implementation-Design.pdf">Serious game implementation design</a>, the design of the experiment is reported in D2.2 <a href="https://space.uowm.gr/confluence/display/evidenth2020/D2.2+Optimized+protocols+design">Optimised Protocols Design</a>, and the experiment preparatory actions are described in D3.1 <a href="http://evident-h2020.eu/wp-content/uploads/2023/01/EVIDENT_D3.1_Specifications_of_Preparatory_Actions_for_RCT_Surveys_and_Serious_Game_Final_after_EC_revision.pdf">Specifications of preparatory actions for RCT, surveys and serious game</a> and D3.2 <a href="http://evident-h2020.eu/wp-content/uploads/2023/01/EVIDENT_D3.2_Implementation-of-preparatory-actions-for-RCT-surveys-and-serious-game.pdf">Implementation of preparatory actions for RCT, surveys and serious game</a>. </p> <p>Finally, the EVIDENT serious game can be found in the following locations:</p> <ol> <li>EVIDENT Website: <a href="https://evident-h2020.eu/seriousgame">https://evident-h2020.eu/seriousgame</a> </li> <li>Google Play: <a href="https://play.google.com/store/apps/details?id=com.CERTH.EvidentSeriousGame">https://play.google.com/store/apps/details?id=com.CERTH.EvidentSeriousGame</a> </li> <li>App Store: <a href="https://apps.apple.com/gr/app/evident-serious-game/id6447255106">https://apps.apple.com/gr/app/evident-serious-game/id6447255106</a></li> <li>EVIDENT Platform (participation in the experiment): <a href="https://platform.evident-h2020.eu/sessions/participate_session/1560d6e6-732a-470c-807a-c70472d51c53">https://platform.evident-h2020.eu/sessions/participate_session/1560d6e6-732a-470c-807a-c70472d51c53</a></li> </ol>
EDDi Serious Game - Introduction
<p><strong>EDDi Serious Game - An Epidemic of Haemolytic Uraemic Syndrome in Hamburg</strong></p> <p><em><strong>Summary:</strong></em><br> Building on a problem-based self-study approach, <strong>EDDi</strong> participants will be introduced to the principles and practices of infectious disease epidemiology as well as concepts related to the investigation of disease outbreaks, with particular focus on:</p> <ol> <li>Describing infectious disease events and evaluating local outbreak scenarios</li> <li>Learning about basic methods of epidemiological outbreak investigation, study designs, and tools of epidemiology (e.g., epidemiological curves, outbreak maps, technical terms)</li> <li>Interpreting and recognizing associations between outbreak events and relevant influencing factors by applying basic techniques of infectious disease epidemiology (especially descriptive methods)</li> <li>Making informed decisions in outbreak investigation based on epidemiological evidence</li> <li>Extra: Getting to know the structure of the German disease surveillance and reporting system as well as background information on the Hanseatic city of Hamburg<br> </li> </ol> <p><strong><em>Preparation of the Serious Game for Application in Teaching and Capacity Strengthening</em></strong></p> <p><em>Resources</em><br> <a href="https://zenodo.org/record/8366180">1 EDDi Serious Game - for Windows</a> /OR/ Web Player - ***COMING SOON***<br> <a href="https://zenodo.org/record/8363843">2 EDDi Outbreak Reporting Sheet: Evaluation sheet for discussing the game performance in class</a><br> <a href="https://zenodo.org/record/8363921">3 EDDi Outbreak Reporting Sheet (Facilitator's Version): Guide for facilitators including solutions</a></p> <p><em>Approximate time (classroom teaching set-up)</em><br> Serious Game approx. 2.5-3 hours (estimate)<br> Completion of Outbreak Summary Report approx. 20 minutes (estimate)<br> Joint Discussion for Follow-Up approx. 30 minutes (estimate)</p> <p><em>Welcome Tutorial and Epidemiological Cheat Sheet</em><br> As the <em><strong>EDDi Serious Game (<a href="https://zenodo.org/record/8366180">Windows</a> / Web Player)</strong></em> requires a basic understanding of infectious disease epidemiology concepts and terminology, refreshing some background knowledge through the <a href="https://zenodo.org/record/8366125"><strong><em>EDDi Welcome Tutorial</em></strong></a> is recommended, either individually or in small groups. There is a total of six educational videos to prepare for the different tasks of the exercise. The tutorial can be given to students as preparatory homework and could be further supplemented with additional questions. In addition, students may be advised to familiarize themselves with the <a href="https://doi.org/10.5281/zenodo.8364066"><strong><em>Epidemiology Cheat Sheet</em> </strong></a>and bring a copy.</p> <p><em>Materials needed</em><br> Ensure that students are able to access the <strong><em>EDDi Serious Game</em></strong> <em><strong>(<a href="https://zenodo.org/record/8366180">Windows</a> / Web Player)</strong></em> and that devices fulfill the game's system requirements (see System Requirements below). In preparation for the final follow-up discussion, each student should have a printout of the <a href="https://zenodo.org/record/8363843"><em><strong>EDDi Reporting Sheet</strong></em></a>. A calculator is needed for some of the tasks. In addition, headphones can be recommended to students, though the sound in the game is not essential for completing the assignment.</p> <p><em>System Requirements</em><br> The <em>Serious Game</em> is available for Windows (.exe, <strong>all files from the zip folder are required for the game to run!</strong>) and via web browser (Unity WebGL Player). It is optimized for widescreen (16:9) and standard resolution 1920x1080 pixels.<br> https://docs.unity3d.com/Manual/system-requirements.html <br> Operating System | Windows 7 SP1+, 8, 10, 64-bit versions only<br> GPU | Graphic card supporting DX10 (Shader-Modell 4.0)<br> RAM | Minimum 4 GB storage</p> <p><em>Workflow</em><br> <strong>#1</strong> Make sure you have completed all preparations and all printouts are available.<br> <strong>#2 </strong>Before starting the <em><strong>EDDi Serious Game (<a href="https://zenodo.org/record/8366180">Windows</a> / Web Player) </strong></em>exercise, explain the overall outline of the exercise (learning objectives, resources needed, estimated time to complete the game) and the game's system requirements to the students. The <em>Serious Game</em> can either be used in class or given to students as a take-home assignment. In either case, ensure that students have access to the game.<strong> </strong>Since it is a Single Player Game, students may tackle the outbreak alone or in a small group together with their peers. The game itself will guide them through its storyline, tasks, and reference materials. But beware: <em><strong>There’s currently no option to save any game progress</strong></em>. If the player quits EDDi, it crashes, or their device accidentally loses power, they will be reset to the start of the mission. If students play EDDi in a small group, remind them to take enough time to carefully discuss and evaluate their findings and clues in the group.<br> <strong>#3</strong> Throughout the game, students will encounter frequent pointers on how they're performing. If the Serious Game is used in face-to-face classroom teaching, you may also assist with questions. Make sure to keep an eye on the time!<br> <strong>#4</strong> At the end of the <em>Serious Game</em> exercise (at home or in the classroom), students are to fill out an <a href="https://zenodo.org/record/8363843"><em><strong>EDDi Reporting Sheet</strong></em></a>. The report should serve as the basis for a final joint discussion in the cohort. The <em>Serious Game</em> exercise should therefore close with a face-to-face outbreak wrap-up and exchange of findings and experiences, moderated by the facilitator via the <a href="http://10.5281/zenodo.8363921"><em><strong>EDDi Reporting Sheet</strong>-<strong>Facilitator's Version</strong></em></a> (approx. 30 minutes). Students can also evaluate their final game statistics themselves using the <a href="http://10.5281/zenodo.8363921"><em><strong>Facilitator's Version</strong></em></a>. To learn more about the real outbreak event, further reading materials can be found in the<em> <a href="https://zenodo.org/record/8366584"><strong>EDDi Read.Me</strong></a></em> and shared with the class.</p> <p><br> <em>Extra:</em><br> Being a third-party-funded project, <strong>EDDi</strong> was completed in September 2023. There is no continuing technical support. If you would like to revise, rewrite, or build a new narrative upon this case study, all materials are available under an open license.</p>
Software and data underlying the article 'A serious game approach for lake modeling and management: the EscapeBLOOM'
<p>Here we share the player version of the EscapeBLOOM, a dummy version showcasing the techniques to create a similar digital escape room, and the anonymized data of the quantitative survey as presented in the publication 'A serious game approach for lake modeling and management: the EscapeBLOOM'.</p> <p>Anyone is free to play or adjust the game for their own educational purposes. The dummy and supplementary material of the publication 'A serious game approach for lake modeling and management: The EscapeBLOOM' <a title="Persistent link using digital object identifier" href="https://doi.org/10.1016/j.envsoft.2024.105941" target="_blank" rel="noreferrer noopener">https://doi.org/10.1016/j.envsoft.2024.105941</a> together provide guides on how to create a new game from the start and may help to adjust the existing game.</p> <p>The data of the survey was used for the analysis of perceived learning in the publication 'A serious game approach for lake modeling and management: the EscapeBLOOM'.</p>
RAYUELA - Open Data (small) Preliminary Pilots - Data collected through a serious game created to identify patterns and profiles of young potential victims/perpetrators of cybercrimes.
<p>The data of this dataset have been collected in the pilots carried out by the RAYUELA project in different countries of the European Union. The participants are minors and the game sessions have been carried out in schools and summer camps in a supervised way.</p> <p>This is the first version of a larger dataset: https://doi.org/10.5281/zenodo.10604760</p>
Serious game_dataset
<p>The datasets contain the input and the output of The Serious Game regarding the scenarios of Peschiera Borromeo WWTP case study:</p> <p>- Input dataset used to develop the Serious Game and perform the simulations on Peschiera Borromeo WWTP case study.</p> <p>- Ouptut dataset obtained from the Serious Game simulation scenarios that could be played selecting Peschiera Borromeo WWTP case study.</p>
A Serious Game to Anticipate Handwriting Difficulties Screening Through Visual Perception Assessment - DATASET
<p>Each row in the dataset represents a subject. It contains:</p> <ul> <li>The answers to a characterization questionnaire</li> <li>The performance in the game described in the article</li> </ul>
Dam Break Videos and Outputs of the Paper "Increasing flood awareness through dam-break serious games"
<p>This is the repository of the Dam-Break output results of the dams simulated in the paper "Increasing flood awareness through dam-break serious games".</p> <p> </p> <p>This repository contains .csv of modeling results of the dams simulated in the paper. In addition, it contains videos showing the evolution of the simulated states (e.g., flood depths, velocities, and forces) for all dams. </p> <p> </p> <p>For the Brumadinho analysis, we show the cross-section data used to simulate the dam.</p> <p> </p> <p>If you have any questions, please reach em out in marcusnobrega.engcivil@gmail.com.</p>
Supporting material for the paper "Testing Robot Challenge: a Serious Game for Testing Learning"
<p><strong>Experimental data</strong></p> <p>Table reporting the frequencies of student answers to the 29 questions (1 = Strongly Disagree, 5 = Strongly Agree) to the survey about the use of the Testing Robot Challenge Web application.</p> <p> </p> <p><strong>Figures</strong></p> <ul> <li>Game Main Page</li> <li>End Game Page</li> <li>Game mechanics of the Testing Robot Challenge</li> <li>Game Selection Page</li> <li>Home Page</li> <li>Software Architecture</li> </ul>
Serious board-game "Licenses to kill" (english version)
<p>Since 2015, the Central Documentation Service (CDS) of the University of French Guiana is engaged in the renewal of their teaching capacities. Some game segments are introduced on a regular basis into its courses in the document methodology in order to promote interactivity and the pleasure of learning.</p> <p>Following the creation of three board games on Open Access in 2017, the university library is introducing “Licenses to Kill”, a new teaching game created in 2018. This version in French language is avaible at this address : <a href="https://zenodo.org/record/1972975#.XQ0b6etKjIU">https://zenodo.org/record/1972975#.XQ0b6etKjIU</a>. The Game Design is made by our Guianese graphic provider Signarama (Cayenne, French Guiana).</p> <p>In 2019, this game was translated into English to be presented at the LIBER European Libraries congress at Dublin and at the IFLA International Libraries Congress at Athens. The traductors were a team of student-translators from L2 LLCER English in Theme and Journalistic Version of the University of French Guiana. Their supervisor teacher was Mr. PINDARD, a professional Traductor for Y.A.N.A Traduction (Cayenne, French Guiana)</p> <p>This game, originally made for Master and Doctorate students, is used in order to teach them difficult-to-learn and sometimes boring skills in a fun and visual way.</p> <p>In the context to the fight against plagiarism, “Licenses to Kill” allows the student to familiarize himself with the major intellectual property licenses (Copyright, Public Property, Creative Commons, and Copyleft) and assimilate the terms of re-use of content that he may use for academic purposes. All the game’s files are freely available and downloadable under the Creative Commons License such as the attribution rights (BY), Non-Commercial rights (NC), and Share-Alike rights (SA) on the long-term archiving website in three different forms: JPEG, PDF and InDesign. They are modifiable and publishable, but it is requested to refrain from commercial use. Institutions interested in buying a copy of the game are offered this possibility: besides the price of the game, a fixed price of €30 ($34) per game must be paid to the University of French Guiana.</p> <p> This amount will be reinvested in the creation of new educational and enjoyable products, which will be shared with the community!</p> <p>Contact : marie.latour@unc.nc</p>
Serious board game "To be in the norms" (English version)
<p>Since 2015, the library of the University of French Guiana has been engaged in the renewal of its teaching resources: game sequences are regularly introduced into its documentary methodology training courses to foster interactivity and the pleasure of learning. After having created three previous board games on Open Access in 2017, the university library presented “Licenses to Kill”, a new serious game created in 2018. a graphic designer, Benedicte Sauvage Signarama, Cayenne, French Guiana), was hired to create the visuals.</p> <p>In 2019, this game is translated into English to be presented at the IFLA International Libraries congress at Athens and at LIBER European Libraries congress. The professional traductor selected is Y.A.N.A Traduction (Cayenne, French Guiana).</p> <p>The “To be in the norms” game, developed mainly for Master’s and PhD students, is used in order to teach them difficult-to-learn and sometimes boring skills in a fun and visual way. It allows the student to understand what a bibliographic standard is, and the rigor with which it must be applied. The goal is to then to pair this game and training session with a bibliographic reference management tool, which will allow the student to manage their bibliographic citations automatically and rigorously.</p> <p>All the files for this game are freely available and downloadable under the Creative Commons BY NC SA license on the permanent archiving site in three formats: JPEG, PDF and InDesign. They are modifiable and distributable, but it is requested not to use them commercially. Institutions interested in buying a copy of the game are offered this possibility: besides the price of the game, fixed price of €30 per game must be paid to the University of French Guiana. This amount will be reinvested in the creation of new educational and enjoyable products, which will be shared with the community! </p> <p>Contact : marie.latour@unc.nc</p>
Research paper: Implementation of the "Eurocraft" serious game to high school students of Intercultural Education
<p>In this research, concerning Eurocraft serious game the researchers from UoA investigate: (i) The existence and the way of construction of students’ European identity. (ii) Students' beliefs concerning the “European Other”, the “sense of place” and the “easy/difficult past/present”. (iii) Students' attitudes towards sharing their cultural heritage and acquainting with elements of others’ cultural heritage through the game. (iv) Usability, use of modern technological practices and the intention of students to use the game.</p>
Serious games for Serious Energy Solutions project dataset
<p>This dataset includes the chat transcripts from two iterations of playing the Serious Game New Shores: A game for Democracy with a more diverse (reflecting the public) and a less diverse group (reflecting policymakers). It also includes the results for all players in the 10 rounds of the two game iterations and the final reports produced by the serious game for each iteration. The aim of the project is to investigate the impact of diversity on decision-making for sustainability using a serious game as a research tool.</p>
Serious Games for Serious Outcomes: Enhancing Cognition, Balance, and Quality of Life in Children With Cerebral Palsy
ClinicalTrials.gov study NCT07158424. IPD Sharing: NO. Countries: 1. Publications: 7.
Serious Game Versus Online Course to Pre-train Medical Students on the Management of an Adult Cardiac Arrest.
ClinicalTrials.gov study NCT02758119. IPD Sharing: NO. Countries: 1. Publications: 5.
Effectiveness of the Serious Game 'Broodles' for Siblings of Children With Visual Impairment and/or Intellectual Disability
ClinicalTrials.gov study NCT05376007. IPD Sharing: YES. Countries: 1. Publications: 1.
Introductory videos and videos showing the functioning of each phase of the RehaBEElitation serious game
<p>Introductory videos of the four phases of the serious game <em>RehaBEElitation</em> are presented, as well as videos showing how each phase of the developed game works.</p>
Nexus - SDG Serious Game
<p>The Nexus-SDG Serious Game aims to encourage active and well-informed decision-making on the management of Water-Ecosystems-Food (WEF) Nexus, in pursuit of achieving Sustainable Development Goals (SDG) targets, while helping create consensus among different stakeholders.</p>
Empirical Study and Vision for a Holistic Serious Game Platform for Software Engineering Education
<p>Serious games are becoming increasingly popular in universities to motivate students. Therefore, more and more lecturers are using game-based learning to encourage students to learn the subject matter. However, using serious games in Software Engineering (SE) lectures at universities is rather challenging as the subject is very practice-oriented and requires special kinds of tasks, e.g., practicing programming, software modeling, etc. Thus, building serious games and integrating such SE-specific tasks is a serious technical challenge and requires immense development effort. Therefore, before developing new games, students' preferences should be analyzed to increase the chances that these games will be played. To address this issue, we conducted an empirical study with 105 students to investigate the requirements and chances for using serious games in SE education in universities. Our analysis shows that students' preferences vary significantly and that there is no clear indication of a single game type that motivates all students equally. Therefore, our second contribution is a vision for a microservice-based Holistic Serious Game Platform for Software Engineering Education, which supports efficiently developing different serious games and integrating SE-specific mini-games and tasks. Hence, our empirical results and the presented approach support advancing research and development of serious SE games and also sensitize game developers to the needs of SE education.</p>
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