Transcript of "Learning with Games in Medicine and Healthcare"
Associate Director, Library Systems and Knowledge Applications
University of Maryland, Baltimore, HS/HSL
@bohyunkim | http://bohyunkim.net
American Library Association 2014 Annual Conference, LasVegas,
NV. June 29, 2014
• How effective are games in helping people
in acquiring knowledge and skills that are
difficult to obtain, rather than in pursuing
sensory stimulation and fun?
• Chapter (9): Bohyun Kim, “Learning with
Games in Medicine and Healthcare and the
Potential Role of Libraries,” in Games in
Libraries: Essays onUsing Play to Connect
and Instruct., edited by Breanne Kirsch,
McFarland, 2014. pp. 152-170.
EducationalGame in Medicine
• = Serious game
• = Edutainment
• = Game-based learning
• = Digital game-based learning
• An educational game is an attempt to enhance students’
experience and learning outcomes by applying the gaming
elements and mechanisms to instruction.
• Medicine and healthcare have been the early adopters of
• Students and practitioners in health sciences and healthcare
find games appealing. (Also patients)
• Games appear to have a positive impact on the students’
perceptions of and attitudes towards a subject studied.
• Games generally enhance student enjoyment and may
improve long-term retention of information.
• More methodically rigorous studies (RCTs) are necessary to
properly assess the effectiveness of games in comparison to
traditional lecture method.
• Fully immersed in activities with a feeling of energized focus,
full involvement, and enjoyment in the process of the activity.
(- Mihály Csíkszentmihályi)
• Control, task, feedback, improvement, progress
• Logistics (Support of instructors)
• Not all serious games in medicine and health sciences are
technologically sophisticated or graphically elaborate like
many popular commercial video games.
• Social element
• Types of a game
• Arcade – visual processing, speed of response
• Adventure – Narrative-driven open-learning with hypothesis testing and
• Simulation – motor skills
• RPG - stragety
• Jeopardy, board, card, … etc.
• Content of learning
• Level of learning
• Types of a student
• Is the aspect of classroom/library experience in question
suitable for gamification?
• Is the resulting game experience something the target group
• What is the ultimate goal of gamifying this particular aspect of
• What are the logistical needs that should be met to ensure the
success of your gamification project?
• Intrinsic vs. extrinsic motivation
• How to channel motivation into meaning?
Andrew Agassi from Game Frame by Aaron Dignan
• Gamification alone does not guarantee student engagement
• A clear goal, careful planning, and skillful execution are
necessary for the success of a gamification project.
• More research is needed about how and when to best use
games to improve instructional outcomes and motivation.
• See the book chapter. Chapter (9):
Bohyun Kim, “Learning with Games in
Medicine and Healthcare and the
Potential Role of Libraries,” in Games
in Libraries: Essays onUsing Play to
Connect and Instruct., edited by
Breanne Kirsch, McFarland, 2014. pp.
alse (Google Books)
Tally, the cat-like husky. Source: http://imgur.com/a/0KoeX
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