Game-based Intervention Reporting Guidelines (GAMING): A Review on the Conceptual Ambiguity Surrounding Gamification and Serious Games in Healthcare (Preprint)

10.2196/preprints.30390 ◽

2021 ◽

Author(s):

Simon Warsinsky ◽

Manuel Schmidt-Kraepelin ◽

Sascha Rank ◽

Scott Thiebes ◽

Ali Sunyaev

Keyword(s):

Literature Review ◽

Health Behaviors ◽

Serious Games ◽

Empirical Studies ◽

Healthcare Research ◽

Reporting Guidelines ◽

Research Approach ◽

Current State ◽

Study Results ◽

Intervention Reporting

BACKGROUND In healthcare, using game-based intervention approaches to increase motivation, engagement, and overall sustainability of health behaviors is steadily becoming more common. The most prevailing approaches for such game-based interventions in healthcare research are gamification and serious games. Various researchers have discussed substantial conceptual differences between these two concepts, supported by empirical studies showing differences in the effects on specific health behaviors. However, researchers also frequently report cases where terms related to these two concepts are used ambiguously or even interchangeably. It remains unclear to which extent existing healthcare research explicitly distinguishes between gamification and serious games and whether it draws on existing conceptual considerations in order to do so. OBJECTIVE Our study aims to address this lack of knowledge by capturing the current state of conceptualizations of gamification and serious games in healthcare research. Furthermore, we provide tools for researchers to disambiguate reporting on game-based interventions. METHODS We employed a 2-step research approach. First, we conducted a systematic literature review of 206 studies published in the Journal of Medical Internet Research and its sister journals containing terms related to either gamification, serious games, or both. We analyzed their conceptualizations of gamification and serious games, as well as distinctions between the two concepts. Second, based on the literature review findings, we developed a set of guidelines for researchers reporting on game-based interventions and evaluated them with a group of 7 experts from the field. RESULTS Our results show that less than half of concept mentions are accompanied by an explicit definition. For the distinction between the two concepts, we identified 4 common approaches: implicit distinction, synonymous use of terms, serious games as gamified systems, and distinction based on the full game dimension. Our Game-based Intervention Reporting Guidelines (GAMING) consist of 25 items grouped into 4 topics: (1) Conceptual Focus, (2) Contribution, (3) Mindfulness about Related Concepts, and (4) Individual Concept Definitions. CONCLUSIONS Conceptualizations of gamification and serious games in healthcare literature are strongly heterogeneous, leading to conceptual ambiguity. Following the GAMING guidelines can support authors in rigorous reporting on study results of game-based interventions.

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A systematic review of music-induced substance craving

Musicae Scientiae ◽

10.1177/10298649211030314 ◽

2021 ◽

pp. 102986492110303

Author(s):

Michael J. Silverman ◽

Sonia Bourdaghs ◽

Jessica Abbazio ◽

Amy Riegelman

Keyword(s):

Systematic Review ◽

Mood Induction ◽

Negative Mood ◽

Reporting Guidelines ◽

Future Research ◽

Music Intervention ◽

Inclusion Criteria ◽

Induction Technique ◽

Psychology Literature ◽

Intervention Reporting

Background: Conditioning- and cue-induced craving theories indicate that music has the potential to induce substance craving. A better understanding of this phenomenon could enhance treatment and prevent misuse, relapse, and overdose. Objective: The purpose of this systematic review was to locate and examine studies using music to induce substance craving in humans. We sought to discover if music can induce substance craving as well as specific aspects of the music and how it was used. Method: Adhering to the PRISMA Statement and Checklist, we conducted a systematic review of literature on music-induced substance craving in nine databases. We extracted data from studies meeting our inclusion criteria, which related to substance craving induced by music and data based on music intervention reporting guidelines. Results: We reviewed 751 research outputs. A total of 33 articles meeting the inclusion criteria were found, indicating that various types of music can induce alcohol, cannabis, nicotine, and general substance craving. In most of the studies, music was used as a component of a mood induction technique or in a virtual reality setting that led to craving. There tended to be a lack of detail about the music itself and most authors did not adhere to music intervention reporting guidelines. In the majority of studies, the researchers selected the music to induce negative mood states so as to elicit craving. Conclusion: Music has the potential to induce substance craving. While the music used in studies varied considerably and tended to be well controlled from a research design perspective, the music was not based on the music psychology literature, and authors did not adequately report essential aspects of the music. Implications for clinical practice, limitations, and suggestions for future research are provided.

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Formative Research for STEM Educational Games

Zeitschrift für Psychologie ◽

10.1027/2151-2604/a000134 ◽

2013 ◽

Vol 221 (2) ◽

pp. 90-97 ◽

Cited By ~ 10

Author(s):

John L. Sherry

Keyword(s):

Video Game ◽

Serious Games ◽

Educational Games ◽

Sesame Street ◽

Children's Television ◽

Educational Video ◽

Educational Media ◽

Television Shows ◽

Educational Video Game ◽

Games For Health

Millions in taxpayer and foundation euros and dollars have been spent building and testing educational video games, games for health, and serious games. What have been the fruits of this frenzy of activity? What educational video game has had the reach and impact of Sesame Street or Blues Clues television shows? By comparison, the Children’s Television Workshop (CTW) managed to get Sesame Street off the ground within a couple of years, writing the basic scientific literature on educational media design in the process. Not only is Sesame Street well known and proven, it laid the basis for every effective educational show to follow. This article explores the differences between the CTW scientific approach to educational media production and the mostly nonscientific approach consuming so many resources in the educational games, games for health, and serious games movements. Fundamental scientific questions that remain unanswered are outlined.

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