Speaker
Presentation in Spanish
VERÓNICA ESTRADA PLANA
UNIVERSITY OF LLEIDA. SPAIN
She holds a degree in Psychology from the University of Lleida (2010) and a Master’s degree in General Health Psychology (2014) from the same university. She holds a PhD from the University of Lleida (2021) with the thesis “Board game-based interventions to improve working memory, executive functions, and other related cognitive processes throughout the life cycle.”
Since 2013, I have collaborated with the NeuroPGA research group at the University of Lleida (UdL), currently part of the recognized SGR group (021SGR01432 Neuropsychology, Methodology, Individual Differences, and Linguistic Processes). My research has focused on the use of board games as a tool for prevention, promotion, and psychological intervention, a field on which I have published several scientific articles. After completing my doctorate, I collaborated as a lecturer at the University of Lleida (UdL) and the Open University of Catalonia (UOC) in the area of Basic Psychology. In 2022, I worked as a research technician at the Jaume I University, alongside the IDAP – Personality and Psychopathology research group.
In recent years, I have combined my scientific activity with my work as a general health psychologist at the ABCDari center, specializing in learning disorders and neuropsychology. My main responsibilities have been child psychological assessment and intervention, as well as leading prevention and health promotion workshops for older adults.
Currently, I work as an assistant professor in the area of Basic Psychology at the UdL and coordinator of the Master’s Degree in Neuropsychology at the same institution. Finally, I am a member of the organizing committee for the academic activities of the Ment Lúdica conferences.
Designing Serious Games: Usability, Psychological and Educational Variables
Serious Games are games designed with either an educational or therapeutic objective, with the latter being more important than fun (Damaševičius et al., 2023). Regarding their design, the concepts of mechanics, dynamics, and game elements are fundamental. However, the playful and motivational component of the game could play a key role in in-game performance and its benefits. It is at this point that defining the gaming experience becomes essential. The objective of this monographic panel is to present a series of serious board games designed for educational purposes or related to psychological variables. To this end, different proposals will be addressed, focusing on the analysis of the design, the relationship with various variables, usability, and the gaming experience in various populations. First, a psychometric pilot study will be presented on a playful instrument created to evaluate working memory in a school population. Next, a study will be presented that analyzes how different game mechanics and elements can influence how game performance relates to reading comprehension in primary school students. Subsequent presentations will focus on the university context, addressing aspects such as usability and gameplay experience. First, a game aimed at presenting adaptive and maladaptive strategies for coping with stress will be presented. Second, a board game created to reinforce the content of the Statistics and Psychology Research course will be presented. In conclusion, this monograph aims to present key variables in the design of serious board games for different populations. In turn, beyond the cognitive and educational benefits, variables that can influence the game’s functioning and effectiveness will be incorporated.
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