Abstract
The domain of research games for health care aims to increase the health care results and empower conduct change. Current research work presents conceptual frameworks that describe the characteristics of both games and well-being interventions. Existing studies are limited in explanations of how disciplinary and interdisciplinary stakeholders understand the design and development of games for well-being. The study collected eighteen specialists from different professional fields related to gaming, social health, and gaming for welfare, and collected sixteen games for sampling. In this study, we adopted the approach of counting open card arranging for results and feedback of patients about the games. The study revealed proof of reasonable contrasts recommending that a game from a health point of view is not just the aggregate of game and health care viewpoints. We used different games to describe the games and their health combinations. In our study we reveal that there is a need to explain what characteristics are required when designing and developing games for health. We explore ways to apply this work to include methods, to enhance the process of designing games for health, and to guide approaches to games for large-scale empirical research.
Access this chapter
Tax calculation will be finalised at checkout
Purchases are for personal use only
Similar content being viewed by others
References
Abeele, V. V., De Schutter, B., Geurts, L., Desmet, S., Wauters, J., Husson, J., … Geerts, D. (2011, October). P-iii: A player-centered, iterative, interdisciplinary and integrated framework for serious game design and development. In Joint conference on serious games (pp. 82–86). Berlin, Heidelberg: Springer.
Aksoy, E. (2019). Comparing the effects on learning outcomes of tablet-based and virtual reality-based serious gaming modules for basic life support training: Randomized trial. JMIR Serious Games,7(2), e13442.
Arnab, S., Lim, T., Carvalho, M. B., Bellotti, F., De Freitas, S., Louchart, S., … De Gloria, A. (2015). Mapping learning and game mechanics for serious games analysis. British Journal of Educational Technology, 46(2), 391–411.
Bosworth, A. (2012). Keas: Developing a successful game-based employee wellness program. Games for Health: Research, Development, and Clinical Applications,1(3), 189–191.
Butt, S. A. (2016). Analysis of unfair means cases in computer-based examination systems. Pacific Science Review B: Humanities and Social Sciences,2(2), 75–79.
Butt, S. A., Abbas, S. A., & Ahsan, M. (2016). Software development life cycle & software quality measuring types. Asian Journal of Mathematics and Computer Research, 112–122.
Calderón, A., Trinidad, M., Ruiz, M., & O’Connor, R. V. (2018, September). Towards a standard to describe and classify serious games as learning resources for software project management. In European conference on software process improvement (pp. 229–239). Cham: Springer.
Cooper, R. G., & Edgett, S. J. (2012). Best practices in the idea-to-launch process and its governance. Research-Technology Management,55(2), 43–54.
Frome, J., & Martin, P. (2019, August). Describing the game studies canon: A game citation analysis. In Digital games research association conference 2019: Game, play and the emerging ludo mix.
Gafni, R., Achituv, D. B., Eidelman, S., & Chatsky, T. (2018). The effects of gamification elements in e-learning platforms. Online Journal of Applied Knowledge Management (OJAKM),6(2), 37–53.
Gauthier, A., Kato, P. M., Bul, K. C., Dunwell, I., Walker-Clarke, A., & Lameras, P. (2019). Board games for health: A systematic literature review and meta-analysis. Games for Health Journal,8(2), 85–100.
Göbel, S., Vogt, S., & Konrad, R. (2018, October). Serious games information center. In European conference on games based learning (pp. 143–XVI). Academic Conferences International Limited.
Harpstead, E. (2017). Projective replay analysis: A reflective approach for aligning educational games to their goals (Doctoral dissertation, Carnegie Mellon University).
Harviainen, J. T. (2019). Human–Computer Interaction and Simulation/Gaming.
Isbister, K., & Mueller, F. F. (2015). Guidelines for the design of movement-based games and their relevance to HCI. Human–Computer Interaction, 30(3–4), 366–399.
Jackson, J., Iacovides, J., Duncan, M., Alders, M., Maben, J., & Anderson, J. (2020). Operationalizing resilient healthcare concepts through a serious video game for clinicians. Applied Ergonomics,87, 103112.
Kayali, F., Luckner, N., Purgathofer, P., Spiel, K., & Fitzpatrick, G. (2018, August). Design considerations towards long-term engagement in games for health. In Proceedings of the 13th International Conference on the Foundations of Digital Games (pp. 1–8).
Kharrazi, H., Faiola, A., & Defazio, J. (2009, July). Healthcare game design: behavioral modeling of serious gaming design for children with chronic diseases. In International conference on human–computer interaction (pp. 335–344). Berlin, Heidelberg: Springer.
Kim, S. Y. S., Prestopnik, N., & Biocca, F. A. (2014). Body in the interactive game: How interface embodiment affects physical activity and health behavior change. Computers in Human Behavior,36, 376–384.
Leung, R. (2014). Evaluating the benefits of collaboration in simulation games: The case of health care. JMIR Serious Games,2(1), e1.
Mandigo, J., Lodewyk, K., & Tredway, J. (2019). Examining the impact of a teaching games for understanding approach on the development of physical literacy using the Passport for Life Assessment Tool. Journal of Teaching in Physical Education, 38(2), 136–145.
Mehta, N., & Pandit, A. (2018). Concurrence of big data analytics and healthcare: A systematic review. International Journal of Medical Informatics,114, 57–65.
Mosca, I. (2017). What is it like to be a player? The qualia revolution in game studies. Games and Culture,12(6), 585–604.
Mueller, F., Khot, R. A., Gerling, K., & Mandryk, R. (2016). Exertion games. Foundations and Trends® in Human–Computer Interaction, 10(1), 1–86.
Ohn, M. H., Ohn, K. M., Souza, U. D., Yusof, S., & Ariffin, Z. (2019, November). Effectiveness of innovative gamified learning among undergraduate medical students. Journal of Physics: Conference Series, 1358(1), 012060. IOP Publishing.
Olszewski, A. E., & Wolbrink, T. A. (2017). Serious gaming in medical education: A proposed structured framework for game development. Simulation in Healthcare,12(4), 240–253.
Payne, H. E., Moxley, V. B., & MacDonald, E. (2015). Health behavior theory in physical activity game apps: A content analysis. JMIR Serious Games,3(2), e4.
Ricciardi, F., & De Paolis, L. T. (2014). A comprehensive review of serious games in health professions. International Journal of Computer Games Technology, 2014.
Segura, E. M., & Isbister, K. (2015). Enabling co-located physical social play: A framework for design and evaluation. Game user experience evaluation (pp. 209–238). Cham: Springer.
Sobkow, B. (2017, May 9). Age rating for virtual reality games: Less restriction, more information. More Information.
Starks, K. (2014). Cognitive behavioral game design: A unified model for designing serious games. Frontiers in Psychology,5, 28.
Tan, H., Wei, Y. C., Yun, H. W., Joan, K. E. H., Yee, H. W., & Juan, L. Y. (2020). Health en eTM: Developing a board game on value-based healthcare financing. Simulation & Gaming,51(1), 87–105.
Verschueren, S., Buffel, C., & Vander Stichele, G. (2019). Developing theory-driven, evidence-based serious games for health: framework based on research community insights. JMIR Serious Games,7(2), e11565.
Veselka, L., Wijesingha, R., Leatherdale, S. T., Turner, N. E., & Elton-Marshall, T. (2018). Factors associated with social casino gaming among adolescents across game types. BMC Public Health,18(1), 1167.
Yap, K. Y. L., Yap, K. Z., & Yap, J. Y. G. (2015). A gamification framework for training of patient and medications management skills. JILR,1(1), 47–58.
Zendle, D., & Scholten, O. J. (2020). The rise of social casino games: Changes in the size and composition of the Android social casino market from 2012–2020, availability to children, and predictions for future growth.
Acknowledgements
This research work was supported by the University of Lahore, Lahore, Pakistan and the Symbiosis Institute of Digital and Telecom Management, Symbiosis International University, India.
Author information
Authors and Affiliations
Editor information
Editors and Affiliations
Rights and permissions
Copyright information
© 2021 The Author(s), under exclusive license to Springer Nature Singapore Pte Ltd.
About this chapter
Cite this chapter
Butt, S.A., Gochhait, S., Andleeb, S., Adeel, M. (2021). Games Features for Health Disciplines for Patient Learning as Entertainment. In: Das, S., Gochhait, S. (eds) Digital Entertainment. Palgrave Macmillan, Singapore. https://doi.org/10.1007/978-981-15-9724-4_4
Download citation
DOI: https://doi.org/10.1007/978-981-15-9724-4_4
Published:
Publisher Name: Palgrave Macmillan, Singapore
Print ISBN: 978-981-15-9723-7
Online ISBN: 978-981-15-9724-4
eBook Packages: Business and ManagementBusiness and Management (R0)