Current Issue : January - March Volume : 2017 Issue Number : 1 Articles : 6 Articles
1 Addictology Division, Mental Health and Psychiatry Department, Geneva University Hospitals, Geneva, Switzerland,\n2 Laboratory for Experimental Psychopathology, Psychological Sciences Research Institute, Catholic University of\nLouvain, Louvain-La-Neuve, Belgium, 3 Neurology Division, Clinical Neuroscience Department, Geneva University\nHospitals, Geneva, Switzerland...
Background: The umbrella term ââ?¬Å?Internet addictionââ?¬Â has been criticized for its lack of specificity given the\nheterogeneity of potentially problematic behaviors that can be engaged in online as well as different underlying\netiological mechanisms. This has led to the naming of specific online addictions, the most notable being Internet\nGaming Disorder (IGD). Methods: Using the contemporary literature concerning IGD and cognate topics, issues and\nconcerns relating to the concept of IGD are examined. Results: Internet addiction and IGD are not the same, and\ndistinguishing between the two is conceptually meaningful. Similarly, the diagnosis of IGD as proposed in the\nappendix of the latest (fifth) edition of the Diagnostic and Statistical Manual of Mental Disorders (DSM-5) remains\nvague regarding whether or not games need to be engaged in online, stating that IGD typically involves specific\nInternet games, but can also include offline games, adding to the lack of clarity. A number of authors have voiced\nconcerns regarding the viability of including the word ââ?¬Å?Internetââ?¬Â in IGD, and instead proposed to use the term ââ?¬Å?video\ngaming disorderââ?¬Â or simply ââ?¬Å?gaming disorder,ââ?¬Â suggesting addiction to video gaming can also occur offline.\nConclusion: The DSM-5 has caused more confusion than clarity regarding the disorder, reflected by researchers in the\nfield contesting a supposedly reached consensus for IGD diagnosis....
Background: Adherence to effective Web-based interventions for common mental disorders (CMDs) and well-being remains\na critical issue, with clear potential to increase effectiveness. Continued identification and examination of ââ?¬Å?activeââ?¬Â technological\ncomponents within Web-based interventions has been called for. Gamification is the use of game design elements and features\nin nongame contexts. Health and lifestyle interventions have implemented a variety of game features in their design in an effort\nto encourage engagement and increase program adherence. The potential influence of gamification on program adherence has\nnot been examined in the context of Web-based interventions designed to manage CMDs and well-being.\nObjective: This study seeks to review the literature to examine whether gaming features predict or influence reported rates of\nprogram adherence in Web-based interventions designed to manage CMDs and well-being.\nMethods: A systematic review was conducted of peer-reviewed randomized controlled trials (RCTs) designed to manage CMDs\nor well-being and incorporated gamification features. Seven electronic databases were searched.\nResults: A total of 61 RCTs met the inclusion criteria and 47 different intervention programs were identified. The majority were\ndesigned to manage depression using cognitive behavioral therapy. Eight of 10 popular gamification features reviewed were in\nuse. The majority of studies utilized only one gamification feature (n=58) with a maximum of three features. The most commonly\nused feature was story/theme. Levels and game leaders were not used in this context. No studies explicitly examined the role of\ngamification features on program adherence. Usage data were not commonly reported. Interventions intended to be 10 weeks in\nduration had higher mean adherence than those intended to be 6 or 8 weeks in duration.\nConclusions: Gamification features have been incorporated into the design of interventions designed to treat CMD and well-being.\nFurther research is needed to improve understanding of gamification features on adherence and engagement in order to inform\nthe design of future Web-based health interventions in which adherence to treatment is of concern. Conclusions were limited by\nvaried reporting of adherence and usage data....
Many researchers have attempted to utilize gamification to increase student engagement, motivation and\nachievement in the classroom with varying degrees of accomplishment. This research attempts to review of existing\nliterature on the subject as well as the implementation of gamification on Language course. It aims to get better\nunderstanding of how gamification can efficiently be used in education. This analysis reveals that the underlying\nfact that make games engaging are already utilized in pedagogical practices. There are two important\nrecommendations from this research. First, use gamified learning scenario as an activity, to encourage students\ntrying new things and avoiding fear to make a mistakes. Secondly, the gamification in education setting needs\nstudents to participate deliberately to ensure the gamification retains the game-like nature....
In recent years, the Internet has become embedded into the purchasing decision of consumers.The purpose of this paper is to study\nwhether the Internet behavior of users correlates with their actual behavior in computer games market. Rather than proposing the\nmost accurate model for computer game sales, we aim to investigate to what extent web search query data can be exploited to\nnowcast (contraction of ââ?¬Å?nowââ?¬Â and ââ?¬Å?forecastingââ?¬Â referring to techniques used to make short-term forecasts) (predict the present\nstatus of) the ranking of mobile games in the world. Google search query data is used for this purpose, since this data can provide a\nreal-time view on the topics of interest. Various statistical techniques are used to show the effectiveness of using web search query\ndata to nowcast mobile games ranking....
There is a growing interest in the application of digital games to enhance learning\nacross many educational levels. This paper investigates pre-service teachers�\nability to operationalize the learning principles that are considered part of a good\ndigital game (Gee, 2007) by designing digital games in Scratch. Forty pre-service\nteachers, enrolled in an optional educational technology course, designed and\nconstructed their own digital games in an authentic learning context. The course\nwas structured to prepare pre-service teachers to use game design and construction\nin their future pedagogical practice. These pre-service teachers had various levels\nof game-playing experience, but little-to-no previous game-design/building\nexperience. To evaluate the digital games, we created the Game Design Assessment\nSurvey, which determined the degree to which a core set of learning principles,\nidentified from the literature, were present in the digital games constructed by the\npre-service teachers. Results suggested that pre-service teachers were generally\nunaware of the learning principles that should be included in the design of a good\ndigital game, but were familiar with quality principles of interface usability. In\naddition, no relationship was found between the amount of time pre-service\nteachers played digital games and their ability to design and construct a good\ngame....
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