@文章{信息:doi/10.2196/21900，作者=“Khaleghi, Ali和Aghaei, Zahra和Mahdavi, Mohammad Amin”，标题=“认知评估和认知训练的游戏化框架:定性研究”，期刊=“JMIR严肃游戏”，年=“2021”，月=“五月”，日=“18”，卷=“9”，数=“2”，页=“e21900”，关键词=“认知任务;无聊;动机;游戏化;游戏元素;框架;过程;游戏化设计;认知训练;背景:旨在测量或训练认知的认知任务通常是重复的，以单调的方式呈现，这些特征导致参与者感到无聊和脱离。 In this situation, participants do not put forth their best effort to do these tasks well. As a result, neuropsychologists cannot draw accurate conclusions about the data collected, and intervention effects are reduced. It is assumed that greater engagement and motivation will manifest as improved data quality. Gamification, the use of game elements in nongame settings, has been heralded as a potential mechanism for increasing participant engagement in cognitive tasks. Some studies have reported a positive effect of gamification on participant performance, although most studies have shown mixed results. One reason for these contrasting findings is that most studies have applied poor and heterogeneous design techniques to gamify cognitive tasks. Therefore, an appropriate gamification design framework is needed in these tasks. Objective: This study aimed to propose a framework to guide the design of gamification in cognitive tasks. Methods: We employed a design science research (DSR) approach to provide a framework for gamifying cognitive assessments and training by synthesizing current gamification design frameworks and gamification works in cognitive assessment and training, as well as incorporating field experiences. The prototypes of the framework were iteratively evaluated with 17 relevant experts. Results: We proposed a framework consisting of 7 phases: (1) preparation; (2) knowing users; (3) exploring existing tools for assessing or training a targeted cognitive context and determining the suitability of game-up and mapping techniques; (4) ideation; (5) prototyping using the Objects, Mechanics, Dynamics, Emotions (OMDE) design guideline; (6) development; and (7) disseminating and monitoring. Conclusions: We found that (1) an intermediate design framework is needed to gamify cognitive tasks, which means that game elements should be selected by considering current cognitive assessment or training context characteristics since game elements may impose an irrelevant cognitive load that, in turn, can jeopardize data quality; (2) in addition to developing a new gamified cognitive task from scratch, 2 gamification techniques are widely used (first, adding game elements to an existing cognitive task and second, mapping an existing game to a cognitive function or impairment to assess or train it); and (3) further research is required to investigate the interplay of cognitive processes and game mechanics. ", issn="2291-9279", doi="10.2196/21900", url="https://games.www.mybigtv.com/2021/2/e21900", url="https://doi.org/10.2196/21900", url="http://www.ncbi.nlm.nih.gov/pubmed/33819164" }