The Gamification of Covid-19 Pandemic as an Active Learning Tool in Disaster Education (original) (raw)
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A serious game about Covid-19: design and evaluation study
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As many countries experience the emergence of new waves of Covid-19, many governments around the world have reminded their citizens of the need for an engaging intervention that could improve compliance with Covid-19 safe behaviors using the media general public or social media. In the face of the serious threat of Covid-19, immunity issues are currently the subject of various research and studies. A promising approach is to use video game culture to educate and train citizens to healthily adopt eating habits to strengthen the immune system. The objective of this study is to develop a prototype of a serious game (SG) on how to strengthen the immune defenses in order to be able to fight a coronavirus infection and to constitute an anti-virus barrier. After defining the learning objectives by interviewing the stakeholders, we searched the scientific literature to establish the relevant theoretical bases. The learning contents have been validated by biology teachers. The learning mecha...
International Journal of Advanced Trends in Computer Science and Engineering, 2020
Game designers need a precise model to design and develop a gamification application significantly when it drives to behaviour change.This situation is vital when we debate about implementing the gamification approach. However, there is a lack of guidelines or models regarding the gamified model to drive behaviour change in health awareness campaigns. This condition is real, especially the health awareness campaigns in defeating Coronavirus (COVID-19) pandemic. Concurrently, past research still lacks the theoretical foundations of gamification specifically to drive behaviour change in health awareness campaigns. Therefore, this concept paper reviews the frameworks and theoretical foundations, issues, and trends in the gamification models related to behaviour change. Finally, in this present paper, the researchers proposed a gamification model in health awareness campaigns to drive behaviour change named the GAMEBC Model. As Malaysia is very keen on promoting health awareness campaigns in facing the 'new normal,' this research significantly will contribute to Malaysia's six-pronged strategy in COVID-19's fight-resolve, resilience, restart, recovery, revitalize, and reform.
Educational Game as An Effort to Accelerate Learning After The Covid-19 Pandemic
Journal of Applied Engineering and Technological Science, 2022
The Covid-19 pandemic that occurred forced us to carry out the learning process through the internet network (online or online). Learning carried out online creates many problems, so it is considered ineffective and causes learning loss. Various methods have been taken to overcome this learning loss, including collaborating with various parties and issuing various regulations. In addition, teachers are also required to provide a new spirit in creating and innovating to provide effective, efficient, and competitive learning media. One way is to do educational game-based learning. Educational games are considered adequate for overcoming learning losses because learning media with educational games require players to participate in determining outcomes, have an entertainment side, and can increase creativity and problem-solving skills. The planned research method stages for collecting the required data are observation, interviews, and literature study. As for the development of educational games in this study, the prototype development method will be used. This study's result is that the Educational Game design has produced output that meets the needs. In future research, when this design is implemented, it is hoped that it will be an alternative medium for accelerating post-pandemic learning.
Education of disaster using gamification technique
Universiti Utara Malaysia, 2020
Natural disaster always happens and is an increasing phenomenon that affecting people globally. Disaster is the tragedy of a natural or human-made hazard, where the hazard is a situation which poses a level of threat to life, health, property, or environment that negatively affects society or environment. Therefore, the purpose of this study is to know the effectiveness of education of disaster among children using the gamification technique. By using a quantitative research method, the data is collected through the questionnaire. The respondent involved 28 students, consist of standards 4 and 5 from SK Felda Bukit Tangga. The data from this study is analyzed using SPSS. All the data have been analyzed with descriptive analysis only. Future research needs to involve more respondents to enrich the data and maybe can use another test of data to produce more accurate results.
Gamification in Engineering Education after the COVID-19 pandemic
2023
The world of education has changed. And for all the trials and challenges of managing education during a pandemic, we have also learned a few things that can make our teaching and learning experiences even better in the future. The pandemic imposed constant balance exercises in all aspects of our daily life, including education. Suddenly the living room of the house turned into a work space, the kitchen replaced the canteen, the children's office became a student seat. There was a new area of unknown, irregular and unpredictable forced experimentation. Now what is right, beneficial and effective is an unanswerable question in the absence of previous experience, and the only way to answer it is by trial and error. Universities, in the context of "emergency" remote teaching, also had to experiment. Professors and students found themselves inside virtual classrooms, facing digital boards, closed cameras and microphones. How could a professor not be frustrated by low levels of interaction during the lesson, and how could a student understand a problem without disrupting the fragile digital teaching flow? What was the learning outcome after each two-hour e-teaching? Was the learner's attention maintained, the learning objective achieved, knowledge transferred, new skills acquired? The answers had to be given through experimentation, creativity and innovation. To stop digital teaching from being monotonous and boring, we tried to turn it into a game in order to engage students and lead to better learning outcomes. Gamification is the use of game mechanics in non-game situations. It involves the use of video game elements, such as leaderboards, levels and badges in non-game activities aimed at improving the user experience and increasing user engagement. We find examples of gamification in various fields, e.g. in physical exercise and health (Pereira et al., 2014; Johnson et al., 2016), in the promotion of products and services (Huotari, & Hamari, 2012) and, of course, in education (Triantafyllou & Georgiadis, 2022a; Triantafyllou & Georgiadis, 2022b; Triantafyllou, 2022c; Triantafyllou, 2022d; Triantafyllou & Sapounidis, 2023). For example, airlines enable travelers to earn points with each trip that they can later redeem, or sports equipment companies have developed apps on smart phones and watches so that users can celebrate their performance with digital trophies, compete and challenge their running friends. In the learning process, gamification includes direct feedback mechanisms for learners, point systems, ranking tables, prizes, badges, progress bars and avatars among others, with the main objectives of mobilizing, encouraging and guiding the participant to achieve learning progress. Game-based learning makes the most of these mechanisms with an a priori architecture, which clearly defines the goal of the game, its basic functions and scenario, the rules of progression, competition and interaction with the application and teammates (Triantafyllou & Sapounidis, 2023). The reason why gamification is of particular interest is that research shows an increased degree of involvement and interest of participants when an environment or activity incorporates elements of gamification (Triantafyllou, 2023). Game-based learning therefore activates not only cognitive functions, such as attention or perception, but also feelings of excitement, surprise, joy, sadness or even anger. This experience results in the achievement of meaningful learning objectives, such as deepening knowledge and developing intrapersonal (e.g. project scheduling) and interpersonal skills (e.g. collaboration).
A Mobile Serious Game About the Pandemic (COVID-19 - Did You Know?): Design and Evaluation Study
JMIR Serious Games, 2020
Background No treatment for COVID-19 is yet available; therefore, providing access to information about SARS-CoV-2, the transmission route of the virus, and ways to prevent the spread of infection is a critical sanitary measure worldwide. Serious games have advantages in the dissemination of reliable information during the pandemic; they can provide qualified content while offering interactivity to the user, and they have great reach over the internet. Objective This study aimed to develop a serious game with the purpose of providing science-based information on the prevention of COVID-19 and personal care during the pandemic while assessing players’ knowledge about COVID-19–related topics. Methods The study was conducted with the interdisciplinary collaboration of specialists in health sciences, computing, and design at the Federal University of Minas Gerais, Brazil. The health recommendations were grouped into six thematic blocks, presented in a quiz format. The software languages...
Empowering students to engage in the design of COVID-19 related gamified applications
European Conference on e-Learning
COVID-19 related games have recently been developed to combat misinformation and raise awareness of COVID-19 protocols. COVID-19 related games or gamified apps were designed using top-down approaches (from company to players). The COVID-19 pandemic highlighted challenges in their uptake and usage. Strategies such as co-design may be leveraged to address these challenges, particularly for developing new technologies. This in-progress, exploratory mixed-methods study aimed to engage university students in designing gamified applications to address their needs amidst and post-pandemic. Its first step was to empower students to think of design ideas. The study's research questions were: What are students’ goals for designing pandemic-related gamified apps? To what extent do students make use of gamification techniques in their design? A convenience sample of 20 third/fourth-year undergraduates expressed their ideas individually, in an online class, at a time of university closures (...
Applied Sciences
Educational and training initiatives for natural hazard reduction, climate change, and environmental sustainability are increasingly common. We describe educational games in which the protagonist, a fictional character girl, saves herself and others from natural disasters. This girl faces risk situations, from earthquake to flood to environmental challenges, and for each of these she is the protagonist of educational quizzes and of an escape room. These games were designed and played online during the COVID-19 pandemic, to introduce an engaging activity, reducing the difficulties of both students and teachers in distance learning. Simultaneous challenges between several classes were played during special scientific events, with a total of more than 8000 students flanked by about 500 teachers, always with very positive feedback. We pooled our knowledge to embrace innovation in gamification at school. Our games aim at increasing the response capacity of future more resilient citizens ...
Budapest International Research and Critics in Linguistics and Education (BirLE) Journal, 2020
Gamification in education has been discussed with potential for further implementation at universities; however, practical suggestions concerning which key issues educators need to consider has far not been shared in academia. This study applied a qualitative approach using interview data with 24 students who participated in the business class with games as learning measures. It has found that most of them believed that gamification could be useful in reinforcing key themes and topics after having learnt them through traditional means: They appreciated the games as a supportive measure to ‘glue’ key knowledge to their learning. A significant drawback that they emphasised was that taking notes is not easy while they are involved in games, which made them unconfident and uncertain about the learning outcome. As a result, a conceptual framework for pedagogy stakeholders was proposed for further discussion of how to design a gamification-based curriculum effectively.
International Journal of Disaster Resilience in the Built Environment
Purpose The purpose of this paper is to investigate the role of gamification as a novel technique in motivating community engagement in disaster-related activities in order to address the question of how gamification can be incorporated into disaster emergency planning. Design/methodology/approach This study conducts a systematic literature review and explores available gamified applications for disaster emergency planning and their purpose of use. In total, 51 scholarly articles on the topic and 35 disaster-related gamified applications are reviewed. Findings The findings reveal the following: (a) gamified applications (n = 35) are used for education, research and intervention purposes; (b) gamified applications create new opportunities for community engagement and raise disaster awareness among the community in virtual environments; and (c) gamified applications help shape a new culture – i.e. gamified culture – that supports smart disaster emergency planning practice. Originality...