Serious Games and Board Games Versus Cultural Changes

DOI: https://doi.org/10.35765/pk.2020.3003.17
Keywords: serious games, board games, video games, educational process, cultural changes

Abstract

The impact of computer games on human functioning has become the sub­ject of many studies and scientific reports. With the development of technol­ogy, games have transcended boards and become part of the video entertain­ment industry. However, technology did not end traditional games. It was only a matter of time before games were extended to other areas of life. Because games were so popular, educators found that students engage quickly with educational games. The article explains the aspects of serious games (SG), which are defined as digital games used for purposes other than entertain­ment. It describes the areas in which games can be used in the educational process, their effectiveness, and controversies regarding their use.

Author Biographies

Jakub Lickiewicz, Faculty of Health Sciences, Jagiellonian University Medical College

Doctor of humanistic studies, psychologist, law­yer, self-defense instructor, and Assistant Professor at the Department of Health Psychology of the Faculty of Health Sciences at the Jagiellonian University Medical College. In his research, he deals with the issues of aggressive behavior towards medical staff; privately, he is a fan of board games and their application in education.

Patricia Paulsen Hughes, College of Education and Human Sciences

Associate Professor in Kinesiology, Applied Health, and Recreation at Oklahoma State University in Stillwater, OK, USA, where she has taught for the past 18 years in physical education teacher preparation. As a child living in the northern part of the United States, she played many games of Risk and Monopoly to pass the six-month-long winters.

Marta Makara-Studzińska, Faculty of Health Sciences, Jagiellonian University Medical College

Clinical Psychologist, public health special­ist, certified psychotherapist of the Polish Psychological Association, cer­tified supervisor of the Polish Psychiatric Association, and Head of the Department of Health Psychology at the Jagiellonian University Medical College.

References

Abdulmajed, H., Park, Y.S., & Tekian, A. (2015). Assessment of educational games for health professions: A systematic review of trends and outcomes. Medical Teacher, 37(supp. 1), S27–S32.

Akbaraly, T., Portet, F., Fustinoni, S., Dartigues, J.-F., Artero, S., Rouaud, O., Touchon, J., Ritchie, K., Berr, C. (2009). Leisure activities and the risk of dementia in the elderly: Results from the Three-City Study. Neurology, 73(11), 854–861.

Aparicio, M., Bacao, F., & Oliveira, T. (2016). An e-learning theoretical frame¬work. Educational Technology & Society, 19(1), 292–307.

Bandura, A. (1997). Self-efficacy: The exercise of control. New York, NY: Freeman.

Bochennek, K., Wittekindt, B., Zimmermann, S.Y., & Klingebiel, T. (2007). More than mere games: A review of card and board games for medical education. Medical teacher, 29(9–10), 941–948.

Bonnechère, B. (2018). Serious Games in Physical Rehabilitation: From theory to practice. Springer.

Boyle, E.A., Hainey, T., Connolly, T.M., Gray, G., Earp, J., Ott, M., Lim, T., Ninaus, M., Ribeiro, C., & Pereira, J. (2016). An update to the system¬atic literature review of empirical evidence of the impacts and outcomes of computer games and serious games. Computers & Education, 94, 178–192.

Canales, K. (2020, April 1). The WHO is recommending video games as an effective way to stop the spread of COVID-19, one year after adding “gam¬ing disorder” to its list of addictive behaviors. Business Insider. Retrieved April 4, 2020 from https://www.businessinsider.com/who-video-games -coronavirus-pandemic-mental-health-disorder-2020-4

De Lisi, R. & Wolford, J.L. (2002). Improving children’s mental rotation accu¬racy with computer game playing. Journal of Genetic Psychology, 163(3), 172–182.

Dias, J.D., Domingues, A.N., Tibes, C.M., Zem-Mascarenhas, S.H., & Fon¬seca, L.M.M. (2018). Serious games as an educational strategy to control childhood obesity: A systematic literature review. Revista latino-americana de enfermagem, 26.

Dicheva, D., Dichev, C., Agre, G., & Angelova, G. (2015). Gamification in education: A systematic mapping study. Journal of Educational Technology & Society, 18(3).

Dietlein, C., & Bock, B.N. (2019). Recommendations on the design of seri¬ous games for people with dementia. EAI Endorsed Transactions on Serious Games, 5(17).

Djaouti, D., Alvarez, J., Jessel, J.P. (2011). Classifying serious games: The G/P/S model. In P. Felicia, Handbook of research on improving learning and motivation through educational games: Multidisciplinary approaches, 118–136.

Donovan, T. (2017). It’s all a game: The history of board games from Monopoly to Settlers of Catan. Macmillan.

Durkin, K. & Barber, B. (2002). Not so doomed: Computer game play and positive adolescent development. Journal of Applied Developmental Psy¬chology, 23(4), 373–392.

Drummond, D., Monnier, D., Tesnière, A., & Hadchouel, A. (2017). A sys¬tematic review of serious games in asthma education. Pediatric Allergy and Immunology, 28(3), 257–265.

Gauthier, A., Kato, P.M., Bul, K.C., Dunwell, I., Walker-Clarke, A., & Lam¬eras, P. (2019). Board games for health: A systematic literature review and meta-analysis. Games for Health Journal, 8(2), 85–100.

Gibson, V., & Douglas, M. (2013). Criticality: The experience of developing an interactive educational tool based on board games. Nurse Education Today, 33(12), 1612–1616.

Gorbanev, I., Agudelo-Londoño, S., González, R.A., Cortes, A., Pomares, A., Delgadillo, V., Yepes, F.J., & Muñoz, Ó. (2018). A systematic review of serious games in medical education: Quality of evidence and pedagogical strategy. Medical education online, 23(1).

Hagan, T., McLaughlin, M., Hayden, M., Shumaker, E., Trybus, J., Myers, E., Zabiegalski, A., & Cohen, S. (2019). Teaching patients with advanced cancer to self-advocate: Development and acceptability of the Strong Together™ serious game. Games for Health Journal, 8(1), 55–63. Hagan, Teresa & McLaughlin, Mary & Hayden, Margaret & Shumaker, Elizabeth & Trybus, Jessica & Myers, Eben &, Anthony & Cohen, Susan.

Hodson, P., Connolly, M., & Saunders, D. (2001). Can computer-based learn¬ing support adult learners? Journal of Further and Higher Education, 25(3), 325–335.

Hong, J.-C., & Liu, M.-C. (2003). A study on thinking strategy between experts and novices of computer games. Computers in Human Behavior, 19(2), 245–258.

Huang, W.H.Y., & Soman, D. (2013). Gamification of education. Research Report Series: Behavioural Economics in Action. University of Toronto.

Karbownik, M.S., Wiktorowska-Owczarek, A., Kowalczyk, E., Kwarta, P., Mokros, Ł., & Pietras, T. (2016). Board game versus lecture-based seminar in the teaching of pharmacology of antimicrobial drugs: A randomized controlled trial. FEMS microbiology letters, 363(7).

Khazaal, Y., Chatton, A., Prezzemolo, R., Zebouni, F., Edel, Y., Jacquet, J., Ruggeri, O., Burnens, E., Monney, G., Protti, A.-S., Etter, J.F., Khan, R., Cornuz, J., & Zullino, D. (2013). Impact of a board-game approach on current smokers: A randomized controlled trial. Substance abuse treatment, prevention, and policy, 8(1), 3.

Kyppö, J. (2019). Board games: Throughout the history and multidimensional spaces. World Scientific.

Lau, H.M., Smit, J.H., Fleming, T.M., & Riper, H. (2017). Serious games for mental health: Are they accessible, feasible, and effective? A systematic review and meta-analysis. Frontiers in Psychiatry, 7, 209.

Lee, G.L., & Morgan, H. (2018). Understanding children’s attraction toward digital games and preventing their gaming addiction. US–China Educa¬tion Review A, 8(1), 11–17.

Lin, Q., Cao, Y., & Gao, J. (2015). The impacts of a GO-game (Chinese chess) intervention on Alzheimer disease in a Northeast Chinese population. Frontiers in Aging Neuroscience, 7, 163.

Meijer, H.A., Graafland, M., Goslings, J.C., & Schijven, M.P. (2018). Systematic review on the effects of serious games and wearable technology used in rehabilitation of patients with traumatic bone and soft tissue injuries. Archives of Physical Medicine and Rehabilitation, 99(9), 1890–1899.

Michael, D., & Chen, S. (2006). Serious games: Games that educate, train, and inform. Boston, MA: Thomson Course Technology.

Mitchell, A., & Savill-Smith, C. (2004). The use of computer and video games for learning: A review of the literature. Learning and Skills Development Agency.

Mosston, M., & Ashworth, S. (1990). The spectrum of teaching styles. From com¬mand to discovery. Long Plains, NY: Longman.

Nakao, M. (2019). Special series on “effects of board games on health educa¬tion and promotion” board games as a promising tool for health promo¬tion: A review of recent literature. BioPsychoSocial medicine, 13(1), 5.

Nakao, M., Furukawa, H., Oomine, A., Fukumoto, T., Ono, H., Obara, A., … & Kitashima, C. (2017). Introduction of “Shogi” health promotion project in Kakogawa City. In Tokyo: Abstract of the 24th annual scientific conference of the Japanese Society of Behavioral Medicine.

Noda, S., Shirotsuki, K., & Nakao, M. (2019). The effectiveness of interven¬tion with board games: A systematic review. BioPsychoSocial medicine, 13(1), 22.

Nyberg, G., & Meckbach, J. (2017). Exergames “as a teacher” of movement education: Exploring knowing in moving when playing dance games in physical education. Physical Education and Sport Pedagogy, 22(1), 1–14.

Pfitzner-Eden, F. (2016). Why do I feel more confident? Bandura’s sources predict preservice teachers’ latent changes in teacher self-efficacy. Frontiers in psychology, 7, 1486.

Polechoński, J., Mynarski, W., Garbaciak, W., Fredyk, A., Rozpara, M., & Nawrocka, A. (2018). Energy expenditure and intensity of interactive video dance games according to health recommendations. Central Euro¬pean Journal of Sport Sciences and Medicine, 24(4), 35–43.

Sala, G., Tatlidil, K.S., & Gobet, F. (2018). Video game training does not enhance cognitive ability: A comprehensive meta-analytic investigation. Psychological Bulletin, 144(2), 111.

Sanger, J., Wilson, J., Davies, B., & Whittaker, R. (2019). Young children, videos and computer games: Issues for teachers and parents. Routledge.

Stokes, B. (2005). Video games have changed: Time to consider serious games. Development Education Journal, 11(3), 108.

Susi, T., Johannesson, M., & Backlund, P. (2007). Serious games: An overview [Technical report from the School of Humanities and Informatics, Uni¬versity of Skövde. Sweden].

Tan, W.H., & Boo, I. (2019). A Provisional framework for multimodal evalua¬tion: Establishing serious games quality label for use in training and talent development. In D. Ifenthaler & Y.J. Kim (Eds.), Game-based assessment revisited (pp. 163–183). Springer.

van der Spek, E.D., & Roelofs, L.P. (2019, November). Designing a VR expe¬rience to reduce the experience of pain: Scare, excite or relax? In Joint International Conference on Entertainment Computing and Serious Games (pp. 97–110). Springer.

World Health Organization. (2018). IDC-11 for mortality and morbidity statis¬tics. Geneva: WHO.

Wilkinson, P. (2016). A brief history of serious games. In Entertainment Com¬puting and Serious Games (pp. 17–41). Springer.

Published
2020-12-20
How to Cite
[1]
Lickiewicz, J., Hughes, P.P. and Makara-Studzińska, M. 2020. Serious Games and Board Games Versus Cultural Changes. Perspectives on Culture. 30, 3 (Dec. 2020), 257-270. DOI:https://doi.org/10.35765/pk.2020.3003.17.
Issue
Vol. 30 No. 3 (2020): The Mediterranean Sea - the Center of the World or the Periphery?
Section
Cross Cultural Management

Copyright (c) 2020 Jesuit University Ignatianum in Krakow

Creative Commons License

This work is licensed under a Creative Commons Attribution-NoDerivatives 4.0 International License.

Autor, zgłaszając swój artykuł, wyraża zgodę na korzystanie przez Wydawnictwo Uniwersystet Ignatianum z utworu na następujących polach eksploatacji:

  1. utrwalania utworu w formie papierowej, a także na nośniku cyfrowym lub magnetycznym;
  2. zwielokrotnienia utworu dowolną techniką, bez ograniczenia ilości wydań i liczby egzemplarzy;
  3. rozpowszechniania utworu i jego zwielokrotnionych egzemplarzy na jakimkolwiek nośniku, w tym wprowadzenia do obrotu, sprzedaży, użyczenia, najmu;
  4. wprowadzenia utworu do pamięci komputera;
  5. rozpowszechniania utworu w sieciach informatycznych, w tym w sieci Internet;
  6. publicznego wykonania, wystawienia, wyświetlenia, odtworzenia oraz nadawania i reemitowania, a także publicznego udostępniania utworu w taki sposób, aby każdy mógł mieć do niego dostęp w miejscu i czasie przez siebie wybranym. 

Wydawca zobowiązuje się szanować osobiste prawa autorskie do utworu.