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Review Citation - WoS: 42Citation - Scopus: 57Drawing the Big Picture of Games in Education: a Topic Modeling-Based Review of Past 55 Years(Pergamon-elsevier Science Ltd, 2023) Ekin, Cansu C.; Polat, Elif; Hopcan, SinanThe literature of games in education has a rich and multidisciplinary content. Due to the large number of studies in the field, it is not easy to analyze all relevant studies. There are few studies exploring the big picture of research trends in the field. For this reason, the purpose of this study is to examine longitudinal trends of game-based research in education using text mining tech-niques. 4980 publications were retrieved as an experimental dataset indexed by the SCOPUS database in the period 1968 to mid-2021. The results include descriptive statistics of game-based research, trends of the research topics, and trends in the frequency of each topic over time. They show that the number of studies focusing on the use of games in education has increased, particularly since the 2000s when Internet use accelerated and became widespread. Approxi-mately 70% of all the studies were conducted in the last 10 years. One third of the studies is related to the main topic of game-based learning. It is significant that in the last three decades the topic of serious games has been among the top three trends. Considering usage acceleration of the topics, the highest values belong to game-based learning, serious games and student science games, in that order. The findings of this study are expected to guide the field by providing a better understanding of the trends of games in education and offer a direction for future research.Conference Object Citation - Scopus: 2Personality Type Indicator Models in Serious Games: a Case Study in a Surgical Navigation Game(Institute of Electrical and Electronics Engineers Inc., 2015) Menekse,G.G.; Cagiltay,N.E.; Ozcelik,E.Serious games are a popular concept in both the research and commercial areas. It is agreed that the concept refers to the use of computer games without the main purpose of pure entertainment. In addition to being entertaining, they have some additional educational or training objectives as well. Serious games are used in different areas such as military, government, educational, corporate, and healthcare. However, according to their individual differences, it is not always possible to provide such an educational environment that fits expectations and preferences of all audience. Hence, personalization is becoming an essential issue in serious game environments, which focus on a human-centered paradigm aiming to provide adaptive and personalized services to the users according to the context. However, how such a personalization should be affectively implemented in the design of serious games is a challenge. This study aims to better understand the affect of personality types on game play. For this purpose, a game-based simulation environment which also records all details of the player during the performance of several tasks in the game play was used. Twenty nine students were asked to play the simulation game. Additionally, their personality types were collected based on the theory of psychological types by Carl Jung, the Myers-Briggs Type Indicator (MBTI) which measures personality preferences as defined by Four Dichotomous pairs of mental functions or attitudes. The correlation between these personality types and individual performance measures of players during the game play was analyzed. However no significant correlation between game parameters and the players' personality types has been recorded. This may be because of the limited number of participants that need to be examined in the future studies. © 2015 IEEE.
