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- Ekanayake, Hiran B., 1978-
(författare)
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Validating User Engagement and Effectiveness of Training Simulations : A mixed-methods approach informed by embodied cognition and psychophysiological measures
- 2015
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- Simulation-based training has gained widespread attention recently as a response to drawbacks associated with traditional training approaches, such as high training costs (instructors, equipment, etc.), high risks (e.g. pilot training), and ethical issues (e.g. medical training), as well as a lack of availability of certain training environments (e.g. space exploration). Apart from their target training domains, many of aspects of simulations differ, such as their degree of physical realism (fidelity), scenarios (e.g. story), and pedagogical aspects (e.g. after-action reviews and collaborative learning). Among those aspects, designers have mostly focused on developing high-fidelity simulations with the expectation of increasing the effectiveness of training. However, some authors suggest that the above belief is a myth as researchers have failed to identify a linear relationship between the (physical) fidelity and training effectiveness of simulations. Most researchers have therefore evaluated the correspondence between the behaviours of trainees in both real world and simulated contexts, however, the existing methods of simulation validation using behavioural measures have a number of drawbacks, such as the fact that they do not address certain complex phenomena of skills acquisition.Bridging the above knowledge gap, this research reports on empirical investigations using an improved methodology for validating training simulations. This research includes an investigation of the user experience of trainees, with respect to the acceptance of virtual scenarios provoking a similar psychophysiological response as in real world scenarios, and the training potential of simulations with respect to the positive transfer of training from a simulator to real world operational contexts. The most prominent features of the proposed methodology include the use of psychophysiological measures in addition to traditional behavioural measures and the use of natural (quasi-) experiments. Moreover, its conceptual framework was influenced by contemporary theories in cognitive science (e.g. constructivism and embodied cognition). The results of this research have several important theoretical and methodological implications, involving, for example, the dependency of the effectiveness of simulations on the perceived realism of trainees, which is more embodied than has been predicted by previous researchers, and the requirement of several different types/levels of adaptive training experience, depending on the type of trainee.
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| 2. |
- Högberg, Johan, 1973-
(författare)
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Gameful experiences : The not so painful road to gainful behavior
- 2019
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- The aim of this work is to investigate the experiences that users make when using gamified services and the effect that such experiences have on the targeted behavioral outcomes. Considerable attention is dedicated to the gameful experience, since this experience is necessary for gamification to affect the target behavior. Moreover, the effectiveness of gamification at triggering different motivational mechanisms and the role of engagement is investigated.This dissertation contains three papers. Paper 1 uses a mixed-methods approach to develop a model and a measure of the gameful experience. Paper 2 uses a field experimental approach to investigate the effect of gamification on a decision to use offers in a store, and the role of engagement for this effect to occur. Finally, Paper 3 uses a field experiment to investigate the contribution of gamification to value creation in stores and how such value creation relates to brand engagement.The first main finding is a model of the gameful experience that includes the dimensions of accomplishment, challenge, competition, guided, immersion, playfulness, and social experience, and the instrument for measuring this experience. The second main finding is that challenge-based gamification can induce positive affect, which can influence evaluative judgments (thus utilizing the affective quality of System 1 to change the target behavior) and, ultimately, brand engagement. However, such challenge-based gamification does not seem to be effective when aiming to affect the biased System 1 through effort justification. The third main finding is the results that indicate that a user needs to be engaged in order for a gamified service to work properly.
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| 3. |
- Berg Marklund, Björn, 1988-
(författare)
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Unpacking Digital Game-Based Learning : The complexities of developing and using educational games
- 2015
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- Digital game-based learning has traditionally been examined from an ‘artefact-centric’ perspective that focuses on understanding how game design and principles of learning are, or can be, intertwined. These types of examinations have resulted in many descriptions of games’ educational potential, which has subsequently led to many types of arguments for why games should be used more extensively in formal education. However, comparatively little research has been done to understand the educational settings in which many game-based learning processes and educational games are intended to be applied. The relative lack of research on formal education settings has resulted in a scenario where the educational potential of games is well detailed through theory and understood independently of their actual contexts of use, while successful examples of games “making good” on their promises as educational tools remain rare.This thesis explores and describes the various challenges that the realities of formal education present to developers and educators who attempt to work with educational games. In order to examine the multi-faceted nature of educational games, the research has used a qualitative mixed-method approach that entails extensive literature reviews coupled with several case studies that involve educators, students, and developers. Interviews were conducted in order to investigate these actors’ various attitudes towards, and experiences of, educational games and game-based learning. In addition, more in-depth researcher participation methods were employed during case studies to examine the processes involved in developing, integrating, and using educational games in formal settings. The research revealed obstacles which indicate that processes associated with “traditional” game development are incommensurable with educational game development. Furthermore, the research demonstrates that the use of games in formal education introduces heavy demands on the recipient organisations’ infrastructures, cultures, and working processes. So, while games created for “formal” and “informal” use are superficially similar, the different contexts in which they are used make them distinctly different from one another. The conclusion of this research is that educational games manifest a unique mixture of utility, gameplay, and context-dependent meaning-making activities. Educational games cannot be understood if they are only seen as a teaching utility or only as a game experience. To make educational games viable, both educators and developers need to alter their working processes, their own perceptions of games and teaching, as well as the way they collaborate and communicate with each other and other actors within the educational game ‘system’. The thesis thus argues that a more systems-oriented understanding of educational games, where the game artefact is not treated separately from the context of use, is necessary for both research and practice in the field to progress. To contribute to such an understanding of educational games, a comprehensive model (dubbed the Utility, Gameplay, and Meaning Model) of the ‘educational game system’ is presented, as well as a series of recommendations and considerations to help developers and educators navigate the complex processes involved in creating and using educational games.
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