Playing coding games to learn computational thinking: What motivates students to use this tool at home?

Coding games are widely used to teach computational thinking (CT). Studies have broadly investigated the role of coding games in supporting CT learning in formal classroom contexts, but there has been limited exploration of their use in informal home-based settings. This study investigated the factors that motivated students to use a coding game called Coding Galaxy in a home-based setting. It explored the connections between the students' perceptions of and usage of the tool. An 11-day intervention was conducted at a primary school in Hong Kong with 104 participants. The students' perceptions of the game were collected via questionnaires and information on their use of the tool was extracted from log files. Results indicated that coding motivation and feeling of enjoyment were predictors of the actual use of the game, with coding motivation the dominant factor. Focus group interviews were also conducted to further explore the students' motivation to play the game. Through comparisons of active and inactive users, the qualitative findings supported the quantitative results, indicating that students who were more intrinsically motivated tended to be more active in using the game. The implications of the study for researchers and practitioners in CT education are discussed.

Acceptance and use of virtual reality games: an extension of HMSAM.

Virtual reality (VR) is considered as one of the technological megatrends of 2020s, and today, VR systems are used in various settings, digital gaming being among the most popular ones. However, there has been a dearth of understanding regarding the central factors behind VR gaming acceptance and use. The present study therefore aimed to explain the factors that drive the use and acceptance of VR games. We extended the hedonic-motivation system acceptance model with utilitarian and inconvenience factors to capture the pertinent features of VR systems more holistically. We proposed a theoretical model and analyzed it through covariance-based structural equation modeling using an online survey sample of 473 VR gamers. Our findings help explain the role of different antecedents behind VR gaming acceptance and demonstrate that VR gaming is driven more by the hedonic gaming aspects than by the utilitarian health and well-being aspects of VR games, enjoyment being the strongest driver behind VR gaming intention and immersion. Moreover, findings also suggested that use intentions and immersion levels are not significantly diminished by physical discomfort and VR sickness. The findings, which potentially extend to other VR systems as well, also pose important implications for the providers of VR games. As the main contribution, based on our empirical findings, we provide a greater theoretical understanding on VR gaming acceptance and use.

A grounded theory study to explore the digital gameplay experiences of adolescents at risk of addiction in Turkey.

PURPOSE: This study aimed to explore the experiences of adolescents at risk of digital game addiction in Turkey. DESIGN AND METHODS: Guided by a grounded theory design, data were collected from 14 adolescents through one-on-one in-depth interviews between January and April 2021. Simultaneous data collection and analysis involved theoretical sampling, constant comparison, and memo writing. Open, axial, and selective coding were used in data analysis, while analytic coding identified the core category and subcategories and provided the foundation for the substantive theory. RESULTS: The core category, "I want to limit my time playing digital games, but I need the support of my family to do so," demonstrated the adolescents' awareness of their situation. The analysis yielded an interpretive theory comprising three inter-related categories: causal factors, effects on life, and solution pathways. CONCLUSIONS: The participants' reasons for playing digital games included meeting their need for socialization and passing the time. However, digital gaming affects adolescents physically, psychosocially, and culturally. Solutions include early childhood education and family support, which can significantly reduce the risk of digital game addiction. PRACTICE IMPLICATIONS: Preventing digital game addiction is an important goal, and identifying risks contributing to digital game addiction is fundamental to establishing preventive measures. This study's findings may increase awareness of the subject for teachers, school nurses, and parents. Among the potential remedial measures are future studies focused on preventing digital game addiction and adding instruction to school curricula regarding necessary and beneficial uses of digital technologies.

Video game playing among preschoolers: prevalence and home environment in three provinces from Turkey.

We aimed to investigate the video game habits and their relationship with home environment in children 2-5 years in Turkey. A structured questionnaire about the child's demographic, screen, and video gaming characteristics was completed by parents in five health centers from three provinces. One-quarter of 1245 preschoolers were found to play video games. The prevalence of playing video games was higher in older age, male gender, low parental education, families with 3 or more children, having a game console, computers and tablets at home, child's screen time of more than 2 hours per day, child's non-compliance with the parental screen rules, and presence of someone else playing videogame at home. Of the parents, 54.5% did not know the name of the video game the child was playing. Parents should be counseled about supervising on their children's video game playing habits and selection of well-designed games with the right content.

Slingshot Challenge and Star Mines: Two digital games as a prisoner's dilemma to assess cooperation in children.

The prisoner's dilemma (PD) has been widely adopted by researchers to investigate cooperation among adults and children. However, studies using the PD with children are not as extensive as experiments with adults. The main aim of this work was to introduce and show the feasibility and validity of two digital games with the structural features of a PD (Slingshot Challenge [SC] and Star Mines [SM]) to investigate children's cooperative behavior. In two experiments, 162 children aged 6 to 12 years played SC and SM in different conditions. It was observed that children understood the dynamics of a PD, and were highly motivated to play SC and SM. We found that participants were more cooperative playing SM than SC and cooperated conditionally as well. We also found that sex and first-trial cooperation were associated with higher levels of cooperation. The results support the utility of SC and SM as feasible, reliable, and valid instruments for assessing cooperative behavior in childhood.

Serious game design model for language learning in the cultural context.

Digital learning environments have been gaining prominence during the last few years. In particular, the rising usage of mobile devices, including smartphones and tabs, has invited researchers to design and develop learning applications and games for such platforms. Mobile applications and games have been developed for learning languages like many other domains. However, most of these games are fun-based and lack a holistic design and development approach. Therefore, as a principal contribution, this research presents a theoretical model for designing language learning games in a cultural context. The proposed model combines the elements of sociocultural theory with the concepts and elements of gamification, keeping in view the requirements and educational settings, including level and mode of education, etc., to ensure the effectiveness and usability of the developed game. Subsequently, based on the proposed model, a Language Learning Game (LLG) has been designed and developed through a systematic process that involves game design, low-fidelity, and high-fidelity prototyping and its validation. The LLG has been evaluated comprehensively at different stages by incorporating standard methods. Whereby this research augments the existing set of heuristics by proposing a number of specialized heuristics for the evaluation of serious games to gauge their conformance to the cultural context. The evaluation results show that the game has overall usability scores of 90%. While the quasi-experiment-based pre-test and post-test have been conducted, the results reveal that the results obtained by LLG are statistically significantly better than adopted mobile application and traditional group.

Effectiveness of game development-based learning for acquiring programming skills in lower secondary education in Croatia.

A European initiative CODING4GIRLS (C4G) promotes the acquisition of programming skills through a game development process with the aim of preparing young learners, especially girls, to enter computer science careers and raising awareness of the relationship between ICT and the real world. Using the C4G game development-based learning methodology, students develop serious games for which they need to learn specific programming concepts. This paper presents the results of a study with a mixed-gender group of both boys and girls (N = 773) carried out with the aim of examining the effectiveness of the C4G development-based learning approach in lower secondary education in Croatia. In-service and pre-service teachers organized learning activities for students based on the C4G learning scenarios, which include the development of games in the programming language Snap! with topics that are interesting for both boys and girls and which involve solving real-world problems. The results showed that students accepted the C4G methodology and were motivated to learn how to program by developing games for solving real-world problems. Teachers and experts consider this approach as a relevant and effective method for achieving learning objectives related to programming, applicable and suitable for lower secondary students (11-15 year olds).

Use of web-based game in neonatal resuscitation - is it effective?

BACKGROUND: Knowledge and skills decline within months post simulation-based training in neonatal resuscitation. To empower 'Millennial' learners to take control of their own learning, a single-player, unguided web-based Neonatal Resuscitation Game was designed. The present study investigates the effectiveness of the game on retention of resuscitation knowledge and skills. METHODS: The study evaluated 162 healthcare professionals who attended simulation-based training in neonatal resuscitation. Following standard simulation-based training, participants were assigned to either a gaming group (Gamers) with access to the web-based Neonatal Resuscitation Game or a control group (Controls) with no access to the game. Although Gamers were given access, game utilization was completely voluntary and at will. Some Gamers chose to utilize the web-based game (Players) and others did not (Non-players). Knowledge and skills in neonatal resuscitation were assessed upon completion of training and 6 months post-training using a multiple-choice question test and a manikin-based skills test. Changes in scores were compared statistically between Gamers vs Controls, Players vs Controls, and Players vs Controls + Non-players using two-sample t-tests. RESULTS: At the final assessment, declines in knowledge scores were seen in all groups. Mean change from baseline in knowledge and skill performance scores at 6 months, adjusted for baseline skill performance and MCQ test scores, did not differ significantly between Players vs Controls and Players vs Controls + Non-players. CONCLUSION: The web-based game in its current format may not be effective in facilitating retention of knowledge and technical skills in neonatal resuscitation.

Playability and Player Experience in Digital Games for Elderly: A Systematic Literature Review.

A higher number of people increasingly uses digital games. This growing interest in games, with different objectives, justifies the investigation of some aspects and concepts involved, such as product quality (game), usability, playability, and user or player experience, topics investigated by the multidisciplinary area called Human-Computer Interaction (HCI). Although the majority of users of these games are children and young people, an increasing number of older adults join technology and use different types of digital games. Several studies establish the increase in learning, socialization and exercise promotion, and cognitive and psychomotor skills improvement, all within the context of active and healthy aging. The objective of this work is to carry out a systematic literature review investigating the player experience of the elderly in digital games. The work allowed answering five research questions that were formulated. The evolution and maturity level of the research area are studied together with the research methods used. The factors that motivate adults to play were also analyzed; what are the recommended technical characteristics for games and some tools and metrics with which games are evaluated for older adults? Research gaps were detected in the area; there are not many specific studies on playability and player experience applied to the older adult, nor are there proven tools and metrics to evaluate them. Particular techniques for assessing and designing games focused on older adults are lacking, and quantitative studies that better identify the factors that affect the playability and experience of older adults in digital games.

[Playing Violent Digital Games and Openly Aggressive Behavior by Children and Adolescents: A Literature Review on the Direction of Effects]. / Beschäftigung mit gewalthaltigen Computerspielen und offen aggressives Verhalten bei Kindern und Jugendlichen: Ein Literaturüberblick zur Wirkrichtung.

Playing Violent Digital Games and Openly Aggressive Behavior by Children and Adolescents: A Literature Review on the Direction of Effects The majority of adolescents play digital games and many play violent ones. That youngsters with more intensive use of violent digital games would increase their physically aggressive behavior measured outside the laboratory over time, was supported in a meta-analysis from 2018. The overall socialization effect of beta = 0.11 was, however, modest. It was reduced to a unique effect of beta = 0.08 for playing violent digital games, when third variables which also explain the physically aggressive behavior were included. In addition, selection effects must be taken into account, which are based on aggressive individuals' preferences for violent digital games. Of the ten studies in this meta-analysis which analyzed the direction of effects in cross-lagged-panel or special regression designs, three established socialization effects only, two found bidirectional effects, three found selection effects only, and two found neither effect. Selection effects were more likely to be found in larger samples and in samples with young adolescents whose preference for violent games was less stable. This more complex result is discussed before the background of the biological, cognitive, and social transitions at the beginning of adolescence.

Psychometric properties of the Internet Gaming Disorder Test (IGDT-10) and problematic gaming behavior among Finnish vocational school students.

This study was conducted to investigate the psychometric properties of the Finnish version of the Internet Gaming Disorder Test (IGDT-10), identify the proportion displaying problematic gaming behavior (PGB) among Finnish vocational school students, and characterize the relationships between sociodemographic factors and gaming characteristics predicting PGB in this population. This cross-sectional study involving 773 students (mean age 17.5 years). Socio-demographic and gaming behavior characteristics were established using a web-based survey. A confirmatory factor analysis (CFA) showed that the IGDT-10 test has appropriate psychometric properties. The proportion of students exhibiting PGB based on the DSM-5 cut-off threshold was 1.3%. Regression analysis showed that male gender, preference for gaming on a personal computer, gaming time, poor self-perceived health status, and a preference for the solo and multiplayer online battle arenas (MOBA) game genres related positively to PGB scores. These findings demonstrate the appropriateness of the IGDT-10 test for the assessment of problematic gaming among adults, and support further research on PGB in Finland.

Megabooth: The cultural intermediation of indie games.

This article considers the history, practices and impact of the Indie Megabooth and its founders in terms of their role as a 'cultural intermediary' in promoting and supporting independent or 'indie' game development. The Megabooth is a crucial broker, gatekeeper and orchestrator of not only perceptions of and markets for indie games but also the socio-material possibility of indie game making itself. In its highly publicized outward-facing role, the Megabooth ascribes legitimacy and value to specific games and developers, but its behind-the-scenes logistical and brokerage activities are of equal if not greater importance. The Megabooth mediates between a diverse set of actors and stakeholders with multiple (often conflicting) needs and goals and in doing so helps constitute the field of production, distribution, reception and consumption for indie games. 'Indie-ness' and independence are actively performed in and through intermediaries such as the Megabooth.

Evaluation of the effects of digital play addiction on eating attitudes.

OBJECTIVE: To evaluate the impact of digital game addiction on the eating habits of adolescents aged between 9 and 15. METHODS: This cross-sectional study was conducted as a survey of 972 middle school students. All data was evaluated with SPSS 22 software, and p<0.05 was accepted as statistically significant. RESULTS: The mean age of the students was 12.0±1.29. It was found that male students spent more time playing digital games than the females and the more they played, the higher the risk level of their Eating Habit Index became, and the difference for both groups was statistically significant (p<0.001). It was also determined that students from the houses with easy access to internet tend to play digital games for longer periods of time (p<0.001). CONCLUSION: As a result, children at adolescence age need to be taught which games, how long and when to play and be able to limit them instead of getting banned from playing. We are of the opinion that subjects of digital game addiction and appropriate and efficient use of computers need to be included in the curriculum within the scope of Media Literacy and Information Technologies and Software lessons in order to raise the children's awareness.

A Mapping Study on Mobile Games for Patients of Chronic Diseases.

There is a growing interest of using technologies to propose solutions for healthcare issues. One of such issues is the incidence of chronic diseases, which are responsible for a considerable proportion of worldwide mortality. It is possible to prevent the development of such diseases using tools and methods that instruct the population. To achieve this, mobile games provide a powerful environment for teaching different subjects to user, without them actively knowing that they are learning new concepts. Despite the growing interest of using mobile games in healthcare, more specifically by patients with chronic diseases, in the best of our knowledge there are no studies that address the current research being published in the area. To close this gap, we carried out a systematic mapping study to synthesize an overview of the area. Five databases were searched and more than 1200 studies were analyzed and filtered. Among them, 17 met the the inclusion and exclusion criteria defined in this work. The results show that there is still room for research in this area, since the studies focus on a younger audience rather than proposing solutions for all ages. Furthermore, the number of chronic conditions being addressed is still small, obesity and diabetes are prevalent. Besides, the full capacity of game features that foster learning through games are not being employed, the majority of games proposed by the articles encompass less than half of these features.

Digital Games, Design, and Learning: A Systematic Review and Meta-Analysis.

In this meta-analysis, we systematically reviewed research on digital games and learning for K-16 students. We synthesized comparisons of game versus nongame conditions (i.e., media comparisons) and comparisons of augmented games versus standard game designs (i.e., value-added comparisons). We used random-effects meta-regression models with robust variance estimates to summarize overall effects and explore potential moderator effects. Results from media comparisons indicated that digital games significantly enhanced student learning relative to nongame conditions ([Formula: see text] = 0.33, 95% confidence interval [0.19, 0.48], k = 57, n = 209). Results from value-added comparisons indicated significant learning benefits associated with augmented game designs ([Formula: see text] = 0.34, 95% confidence interval [0.17, 0.51], k = 20, n = 40). Moderator analyses demonstrated that effects varied across various game mechanics characteristics, visual and narrative characteristics, and research quality characteristics. Taken together, the results highlight the affordances of games for learning as well as the key role of design beyond medium.

A meta-analysis of serious digital games for healthy lifestyle promotion.

Several systematic reviews have described health-promoting effects of serious games but so far no meta-analysis has been reported. This paper presents a meta-analysis of 54 serious digital game studies for healthy lifestyle promotion, in which we investigated the overall effectiveness of serious digital games on healthy lifestyle promotion outcomes and the role of theoretically and clinically important moderators. Findings showed that serious games have small positive effects on healthy lifestyles (g=0.260, 95% CI 0.148; 0.373) and their determinants (g=0.334, 95% CI 0.260; 0.407), especially for knowledge. Effects on clinical outcomes were significant, but much smaller (g=0.079, 95% CI 0.038; 0.120). Long-term effects were maintained for all outcomes except for behavior. Serious games are best individually tailored to both socio-demographic and change need information, and benefit from a strong focus on game theories or a dual theoretical foundation in both behavioral prediction and game theories. They can be effective either as a stand-alone or multi-component programs, and appeal to populations regardless of age and gender. Given that effects of games remain heterogeneous, further explorations of which game features create larger effects are needed.

Disorder and rehabilitation: The paradox of digital games and vulnerabilities.

BACKGROUND: The impact of digital gaming on human health, both mental and physical, can be both positive and negative. However, excessive gaming can lead to gaming disorders, which are a cause for concern. With the pandemic, online classes became more common, leading to an increase in gaming-related disorders and even suicides. While the combination of education and fun in online gaming can be beneficial, it can also be a risk for gaming disorders and suicide. This study aimed to explore this paradox and provide safety measures to prevent gaming disorders. MATERIALS AND METHODS: A qualitative research methodology with exploratory and discourse analysis was used in the study. Several real-life incidents related to the research were gathered from newspaper research articles, media, and existing theses. The researchers used textual interpretation in secondary sources to identify the paradox of digital games and vulnerabilities. RESULTS: This research article focuses on the various benefits and harmful effects of digital games on individuals' mental and physical health. The research findings were presented based on true events that occurred in and around India. The results of the current study specified that gaming disorders were pushing individuals toward mental disorders and suicide. It is crucial to implement preventive measures to address this issue. CONCLUSION: According to the study, people who suffer from excessive gaming disorders may experience anxiety, depression, and even suicidal thoughts, which can have negative effects on society. To address this issue, it is helpful to monitor and control individuals' digital game usage and provide informative sessions on how to use digital games properly. While it may not be possible to completely ban the use of digital games, certain restrictions can be put in place. Educating individuals on both the benefits and drawbacks of digital gaming and the rapid technological advancements is essential. Through proper education, it is possible to reduce the number of suicides among gamers and individuals.

Exploring the relationship between digital gaming, language attitudes, and academic success in EFL university students.

The potential of digital games in education has been widely discussed, yet there is a significant gap in the literature regarding their influence on foreign language learning, particularly in Central Europe, and using mixed-method research designs. This study aims to fill this gap by providing empirical data from a new cultural context. Using a mixed-method research design, it investigates the impact of gaming on language learning outcomes of English as a Foreign Language (EFL) university students. A total of 99 Slovak university students of English as a foreign language were selected by convenience sampling, of which 10 were chosen for qualitative interviews to triangulate the data. The results reveal a significant improvement in vocabulary knowledge and a reported increase in positive language attitudes among gamers compared to non-gamers, with no significant difference in grade point averages between the two groups. These findings highlight the potential of digital gaming to enhance vocabulary learning and foster positive attitudes towards language learning among EFL students. Recommendations for future research are provided.

Outcome measurement of cognitive impairment and dementia in serious digital games: a scoping review.

PURPOSE: Dementia prevalence is increasing worldwide. With the emergence of digital rehabilitation, serious digital games are a potential tool to maintain and monitor function in people living with dementia. It is unclear however whether games can measure changes in cognition. We conducted a scoping review to identify the types of outcomes measured in studies of serious digital games for people with dementia and cognitive impairment. METHODS: We included primary research of any design including adults with cognitive impairment arising from dementia or another health condition; reported data about use of serious digital games; and included any cognitive outcome. We searched Medline (via EBSCO), PsycInfo, CINAHL, Web of Science, from inception to 4th March 2024 and extracted study characteristics. RESULTS: We reviewed 5899 titles, including 25 full text studies. We found heterogeneity in domains and measures used: global cognition (n = 15), specific cognitive processes (n = 13), motor function (n = 5), mood (n = 6), activities of daily living (n = 5), physiological processes (n = 4) and quality of life (n = 2). Use of outcome measurement tools was inconsistent; the most frequently used measures were the Montreal Cognitive Assessment (n = 8), the Mini-Mental State Examination (n = 7), and the Trail Making Test (n = 7). Nine studies used in-game measures, most of which were related to game performance. CONCLUSION: We found very few studies with assessment of cognition within the game. Studies of serious games for people with dementia and cognitive impairment should develop digital outcome tools based on recommendations in Core Outcome Sets, to increase consistency between studies.

Fewer than half of the studies we identified used in-game measures, most of which were related to game performance, indicating that digital measures of cognition within serious digital games is a largely unexplored research area.Only eight out of 25 included studies used measurements tools recommended in Core Outcome Sets for studies of people living with dementia.Given the heterogeneity of measures identified in this review, critical appraisal of relevant outcome measures would be the next step in determining suitable measures for use in future research.Following critical appraisal, exploration of digital measures of cognition is needed to determine their integration into serious games, and whether existing tests can be digitised and administered remotely whilst retaining psychometric properties.

Faculty and students perspectives towards game-based learning in health sciences higher education.

Background: Game-Based Learning (GBL) is an innovative pedagogical approach that utilizes digital applications to enhance health sciences higher education. Therefore, analyzing faculty and students' perspectives on GBL can help educational administrators, educators, and researchers tailor GBL to students' needs. Purpose: This study aimed to explore faculty (teachers) and students' perspectives towards GBL in health sciences higher education. Further to identify barriers affecting the use of GBL as well as recommendations for its use from their perspectives. Methods: A descriptive-qualitative approach was conducted at a Saudi university. A total of 42 semi-structured interviews were completed with a purposive sampling of 22 faculty members and 20 students until data saturation. The data were analyzed using a thematic content analysis approach. Results: Faculty members and students reflected on their personal experiences using GBL, and the data presented seven themes and 30 categories emerged from the content analysis: common digital apps, purpose and uses, effect or benefits of GBL, personal experience with GBL, challenges and barriers affecting the use of digital games, and recommendations for educators on using GBL apps. Conclusion: The experiences of both students and faculty demonstrated that GBL can enhance classroom learning and complement traditional teaching approaches in health sciences higher education. GBL's safe, immersive environment lets students practice many generic skills, boosting interest, motivation, and peer-mediated learning. Faculty and students shared their GBL experiences, responsibilities, and enthusiasm. Health sciences higher education institutions should consider ways to increase flexibility in providing resources and training to educators who want to build and use the GBL approach in their classroom.