Search Articles

View query in Help articles search

Search Results (1 to 5 of 5 Results)

Download search results: CSV END BibTex RIS


Improving Social Isolation and Loneliness Among Adolescents With Physical Disabilities Through Group-Based Virtual Reality Gaming: Feasibility Pre-Post Trial Study

Improving Social Isolation and Loneliness Among Adolescents With Physical Disabilities Through Group-Based Virtual Reality Gaming: Feasibility Pre-Post Trial Study

Some behavioral change strategies to promote active play included positive reinforcement for the successful completion of in-game activities and actions, reinforcement of a participation-focused atmosphere among peers as opposed to a focus on competition, as well as verbal reinforcement to promote high self-confidence. Participants were encouraged to add each other as a “friend” within the social platform of the headset and play together outside of class.

Byron Lai, Raven Young, Mary Craig, Kelli Chaviano, Erin Swanson-Kimani, Cynthia Wozow, Drew Davis, James H Rimmer

JMIR Form Res 2023;7:e47630

Playfulness and New Technologies in Hand Therapy for Children With Cerebral Palsy: Scoping Review

Playfulness and New Technologies in Hand Therapy for Children With Cerebral Palsy: Scoping Review

Two known approaches to increase motivation are the use of new technologies and play. The benefits of play in the development of children have been widely studied, showing that the motivational nature of play encourages children to participate and learn. Thus, one of the approaches that therapists have successfully used in rehabilitation centers is to perform exercises through play [4].

Tamara Veronica Pinos Cisneros, Annette Brons, Ben Kröse, Ben Schouten, Geke Ludden

JMIR Serious Games 2023;11:e44904

Identifying Player Types to Tailor Game-Based Learning Design to Learners: Cross-sectional Survey using Q Methodology

Identifying Player Types to Tailor Game-Based Learning Design to Learners: Cross-sectional Survey using Q Methodology

Moreover, game elements that motivate some learners may actually demotivate others [12-14] indicating that personal preference is a crucial element for motivation to play [15-18]. Game [19] and game-based learning [5,20] research consistently demonstrated that people vary greatly in what they like in play and games.

A E J Van Gaalen, J Schönrock-Adema, R J Renken, A D C Jaarsma, J R Georgiadis

JMIR Serious Games 2022;10(2):e30464

Medical Students’ Perceptions of Play and Learning: Qualitative Study With Focus Groups and Thematic Analysis

Medical Students’ Perceptions of Play and Learning: Qualitative Study With Focus Groups and Thematic Analysis

Provided that there are meaningful play-learning interactions in GBL, even when the nature of that interaction is unknown, we need to understand how to elicit play in students. But what exactly is play, how do we define play, and how do we relate play to GBL? There is no univocal answer to any of these questions, since there is considerable disagreement in the scientific literature as to what constitutes play and games [13,34].

A E J Van Gaalen, A D C Jaarsma, J R Georgiadis

JMIR Serious Games 2021;9(3):e25637

Digital Games and Mindfulness Apps: Comparison of Effects on Post Work Recovery

Digital Games and Mindfulness Apps: Comparison of Effects on Post Work Recovery

Therefore, although there are several factors that can impact the recovery experience itself, here we consider the role that digital technology can play in supporting it. We focus on the potential benefits of playing digital games and engaging with mindfulness apps and the role that the subjective experience of engaging in these activities might have. To this end, below, we outline the relevant literature regarding how these activities might impact recovery.

Emily Collins, Anna Cox, Caroline Wilcock, Geraint Sethu-Jones

JMIR Ment Health 2019;6(7):e12853