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Ramos-Villagrasa PJ, Fernández-del-Río E, Hermoso R, Cebrián J. Are serious games an alternative to traditional personality questionnaires? Initial analysis of a gamified assessment. PLoS One 2024; 19:e0302429. [PMID: 38696501 PMCID: PMC11065274 DOI: 10.1371/journal.pone.0302429] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/28/2023] [Accepted: 04/04/2024] [Indexed: 05/04/2024] Open
Abstract
Personality questionnaires stand as crucial instruments in personnel selection but their limitations turn the interest towards alternatives like game-related assessments (GRAs). GRAs developed for goals other than fun are called serious games. Within them, gamified assessments are serious games that share similarities with traditional assessments (questionnaires, situational judgment tests, etc.) but they incorporate game elements like story, music, and game dynamics. This paper aims to contribute to the research on serious games as an alternative to traditional personality questionnaires by analyzing the characteristics of a gamified assessment called VASSIP. This gamified assessment, based on an existing measure of the Big Five personality traits, incorporates game elements such as storyfication, immersion, and non-evaluable gamified dynamics. The study performed included 98 university students (77.6% with job experience) as participants. They completed the original personality measure (BFI-2-S), the gamified evaluation of personality (VASSIP), a self-report measure of the main dimensions of job performance (task performance, contextual performance, and counterproductive work behaviors), and measures of applicant reactions to BFI-2-S and VASSIP. Results showed that the gamified assessment behaved similarly to the original personality measure in terms of reliability and participants' scores, although the scores in Conscientiousness were substantially higher in VASSIP. Focusing on self-reports of the three dimensions of job performance, regression models showed that the gamified assessment could explain all of them. Regarding applicant reactions, the gamified assessment obtained higher scores in perceptions of comfort, predictive validity, and attractiveness, although the effect size was small except for the latter. Finally, all applicant reactions except for attractiveness were related to age and personality traits. In conclusion, gamified assessments have the potential to be an alternative to traditional personality questionnaires but VASSIP needs more research before its application in actual selection processes.
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Affiliation(s)
- Pedro J. Ramos-Villagrasa
- Department of Psychology and Sociology, Faculty of Labour and Social Sciences, University of Zaragoza, Zaragoza, Spain
| | - Elena Fernández-del-Río
- Department of Psychology and Sociology, Faculty of Labour and Social Sciences, University of Zaragoza, Zaragoza, Spain
| | - Ramón Hermoso
- Department of Computer Science and Systems Engineering, Faculty of Labour and Social Sciences, University of Zaragoza, Zaragoza, Spain
| | - Jorge Cebrián
- Department of History and Social Sciences Applied to Design, Aragón School of Design, Zaragoza, Spain
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Eng CM, Tsegai-Moore A, Fisher AV. Incorporating Evidence-Based Gamification and Machine Learning to Assess Preschool Executive Function: A Feasibility Study. Brain Sci 2024; 14:451. [PMID: 38790430 PMCID: PMC11119088 DOI: 10.3390/brainsci14050451] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/01/2024] [Revised: 04/17/2024] [Accepted: 04/28/2024] [Indexed: 05/26/2024] Open
Abstract
Computerized assessments and digital games have become more prevalent in childhood, necessitating a systematic investigation of the effects of gamified executive function assessments on performance and engagement. This study examined the feasibility of incorporating gamification and a machine learning algorithm that adapts task difficulty to individual children's performance into a traditional executive function task (i.e., Flanker Task) with children ages 3-5. The results demonstrated that performance on a gamified version of the Flanker Task was associated with performance on the traditional version of the task and standardized academic achievement outcomes. Furthermore, gamification grounded in learning science and developmental psychology theories applied to a traditional executive function measure increased children's task enjoyment while preserving psychometric properties of the Flanker Task. Overall, this feasibility study indicates that gamification and adaptive machine learning algorithms can be successfully incorporated into executive function assessments with young children to increase enjoyment and reduce data loss with developmentally appropriate and intentional practices.
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Affiliation(s)
- Cassondra M. Eng
- Department of Psychiatry & Behavioral Sciences, Stanford University, 1520 Page Mill Road Stanford, Stanford, CA 94304, USA
- Department of Psychology, Carnegie Mellon University, 5000 Forbes Avenue, 335I Baker Hall, Pittsburgh, PA 15213, USA;
| | - Aria Tsegai-Moore
- Department of Psychology, Columbia University, 406 Schermerhorn Hall, 1190 Amsterdam Avenue, New York, NY 10027, USA;
| | - Anna V. Fisher
- Department of Psychology, Carnegie Mellon University, 5000 Forbes Avenue, 335I Baker Hall, Pittsburgh, PA 15213, USA;
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Yan J, Morgan PJ, Smith JJ, Chen S, Leahy AA, Eather N. Pilot randomized controlled trial of a game-based intervention for teaching basketball in Chinese primary school physical education. J Sports Sci 2024; 42:25-37. [PMID: 38381852 DOI: 10.1080/02640414.2024.2319457] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/07/2023] [Accepted: 02/08/2024] [Indexed: 02/23/2024]
Abstract
This study aimed to examine the preliminary efficacy and feasibility of implementing a tailored version of the MASTER coach education programme in Chinese primary schools to support physical education (PE) teachers' basketball lesson design and delivery. A total of 20 primary schools in Beijing, China were recruited, with one PE teacher and their class (N = 715 students aged 10-13 yrs) from each school included in the study and randomly allocated to the MASTER intervention (n = 10) or control group (n = 10). Compared to the control group, a significant difference was observed in the MASTER group for the proportion of playing-form activities delivered during PE (27.65, 95% CI [20.27, 35.03]) and for teachers' perceptions of confidence (23.92, 95% CI [15.87, 31.92]) and competence (24.12, 95% CI [10.28, 24.71]) to teach. Significant differences between groups were observed for students' perceived athletic competence (3.56%; 95% CI [3.15, 3.96]), enjoyment (11.83%; 95% CI [10.98, 12.69]), well-being (8.51%; 95% CI [7.02, 10.00]), intrinsic motivation (+0.74%; 95% CI [0.30, 1.17]), introjected motivation (-2.24%; 95% CI [-2.77, -1.70]), and external motivation (-0.49%; 95% CI [-0.90, -0.08]). The MASTER programme was effective in improving teaching practices in Chinese primary schools, and in facilitating improvements in teacher and student outcomes.
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Affiliation(s)
- Jin Yan
- Centre for Active Living and Learning, College of Human and Social Futures, University of Newcastle, Callaghan, NSW, Australia
| | - Philip J Morgan
- Centre for Active Living and Learning, College of Human and Social Futures, University of Newcastle, Callaghan, NSW, Australia
| | - Jordan J Smith
- Centre for Active Living and Learning, College of Human and Social Futures, University of Newcastle, Callaghan, NSW, Australia
| | - Sitong Chen
- Institute for Health and Sport, Victoria University, Melbourne, Australia
- School of Physical Education, Shanghai University of Sport, Shanghai, China
| | - Angus A Leahy
- Centre for Active Living and Learning, College of Human and Social Futures, University of Newcastle, Callaghan, NSW, Australia
| | - Narelle Eather
- Centre for Active Living and Learning, College of Human and Social Futures, University of Newcastle, Callaghan, NSW, Australia
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van Lill X, McColl L, Neale M. Cross‐national applicability of a game‐based cognitive assessment. INTERNATIONAL JOURNAL OF SELECTION AND ASSESSMENT 2023. [DOI: 10.1111/ijsa.12425] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 03/08/2023]
Affiliation(s)
- Xander van Lill
- Industrial Psychology and People Management, College of Business and Economics University of Johannesburg Johannesburg South Africa
- Product and Research JVR Africa Group Johannesburg South Africa
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Neumann M, Niessen ASM, Hurks PPM, Meijer RR. Holistic and mechanical combination in psychological assessment: Why algorithms are underutilized and what is needed to increase their use. INTERNATIONAL JOURNAL OF SELECTION AND ASSESSMENT 2023. [DOI: 10.1111/ijsa.12416] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 01/31/2023]
Affiliation(s)
- Marvin Neumann
- Department of Psychometrics and Statistics, Faculty of Behavioral and Social Sciences University of Groningen Groningen The Netherlands
| | - A. Susan M. Niessen
- Department of Psychometrics and Statistics, Faculty of Behavioral and Social Sciences University of Groningen Groningen The Netherlands
| | - Petra P. M. Hurks
- Department of Neuropsychology and Psychopharmacology, Faculty of Psychology and Neuroscience University of Maastricht Maastricht The Netherlands
| | - Rob R. Meijer
- Department of Psychometrics and Statistics, Faculty of Behavioral and Social Sciences University of Groningen Groningen The Netherlands
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Ramos-Villagrasa PJ, Fernández-del-Río E, Castro Á. Game-related assessments for personnel selection: A systematic review. Front Psychol 2022; 13:952002. [PMID: 36248590 PMCID: PMC9554090 DOI: 10.3389/fpsyg.2022.952002] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/24/2022] [Accepted: 09/05/2022] [Indexed: 11/18/2022] Open
Abstract
Industrial development in recent decades has led to using information and communication technologies (ICT) to support personnel selection processes. One of the most notable examples is game-related assessments (GRA), supposedly as accurate as conventional tests but which generate better applicant reactions and reduce the likelihood of adverse impact and faking. However, such claims still lack scientific support. Given practitioners’ increasing use of GRA, this article reviews the scientific literature on gamification applied to personnel selection to determine whether the current state of the art supports their use in professional practice and identify specific aspects on which future research should focus. Following the PRISMA model, a search was carried out in the Web of Science and Scopus databases, identifying 34 valid articles, of which 85.3% are empirical studies that analyze five areas: (1) validity; (2) applicant reactions; (3) design of GRA; (4) personal characteristics and GRA; and (5) adverse impact and faking. Together, these studies show that GRA can be used in personnel selection but that the supposed advantages of GRA over conventional tests are fewer than imagined. The results also suggest several aspects on which research should focus (e.g., construct validity, differences depending on the type of game, prediction of different job performance dimensions), which could help define the situations in which the use of GRA may be recommended.
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Affiliation(s)
- Pedro J. Ramos-Villagrasa
- Department of Psychology and Sociology, Universidad de Zaragoza, Zaragoza, Spain
- *Correspondence: Pedro J. Ramos-Villagrasa,
| | | | - Ángel Castro
- Department of Psychology and Sociology, Universidad de Zaragoza, Teruel, Spain
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Basch JM, Melchers KG, Büttner JC. Preselection in the digital age: A comparison of perceptions of asynchronous video interviews with online tests and online application documents in a simulation context. INTERNATIONAL JOURNAL OF SELECTION AND ASSESSMENT 2022. [DOI: 10.1111/ijsa.12403] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/30/2022]
Affiliation(s)
- Johannes M. Basch
- Abteilung Arbeits‐ und Organisationspsychologie Universität Ulm Ulm Germany
| | - Klaus G. Melchers
- Abteilung Arbeits‐ und Organisationspsychologie Universität Ulm Ulm Germany
| | - Julia C. Büttner
- Abteilung Arbeits‐ und Organisationspsychologie Universität Ulm Ulm Germany
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Videogame-Based Learning: A Comparison of Direct and Indirect Effects across Outcomes. MULTIMODAL TECHNOLOGIES AND INTERACTION 2022. [DOI: 10.3390/mti6040026] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/16/2022] Open
Abstract
Videogame research needs to identify how game features impact learning outcomes. This study explored the impact of the game feature–human interaction on training outcomes (i.e., affective states and declarative knowledge), and examined possible mechanisms (i.e., perceived value and active learning) that mediate this relationship. Participants included 385 undergraduate students: 122 trained alone and 263 trained with a team. All participants completed a computer-based training with four learning objectives (i.e., accessing the game, using the main controls, playing the game scenarios, knowing the game stations) prior to playing the game. After accounting for the indirect effects in the model, human interaction (i.e., playing with a team) had a significant direct effect on affective states, but not declarative knowledge. Learners who trained with a team reported greater positive affective states (indicated by psychological meaning, perceived enjoyment, motivation, and emotional engagement), but no difference in declarative knowledge (i.e., participants knowledge of team roles and responsibilities). Further analyses showed game-based training with a team impacted the affective states of learners through mechanisms of perceived value and active learning, while only active learning mediated the relationship between human interaction and declarative knowledge.
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Videogame-Based Training: The Impact and Interaction of Videogame Characteristics on Learning Outcomes. MULTIMODAL TECHNOLOGIES AND INTERACTION 2022. [DOI: 10.3390/mti6030019] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/17/2022] Open
Abstract
Virtualized training provides high fidelity environments to practice skills and gain knowledge, potentially mitigating harmful consequences from real life mistakes. Current research has focused on videogames, believed to have characteristics that improve learning. There is conflicting evidence on the benefits of using videogame-based training to improve learning. This study explored the impact of two videogame characteristics (i.e., rules/goals clarity and human interaction), on mid-training scores and post-training scores (i.e., familiar task and novel task). Results from a sample of 513 undergraduates showed that both videogame characteristics significantly impacted mid-training performance but not post-training performance; clear rules/goals and completing the training alone improved mid-training performance. There was also a significant moderation between the two videogame characteristics for post-training scores on the novel task, but not the familiar task, or mid-training performance. Findings suggest videogame characteristics have an immediate but not sustained impact on learning; implications are discussed.
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