Game-Based Learning: A workshop to inform educators and engage contemporary learners

Making It Happen: Enhancing Educa@on through Games & Storytelling Game-‐Based Learning: A workshop to inform educators and engage contemporary learners Eric B. Bauman, PhD RN, Paramedic . . . . . . . . . . . ©Bauman 2012 Rights Reserved

Professional Affilia@ons Disclosures/Conflict of Interest DeVry Inc., Healthcare Group •  Associate Director For Simula@on – Center for Simula@on Excellence Managing Member – Clinical Playground, LLC Managing Member – Forensic Analy@cs, LLC Games+Learning+Society •  Affiliate Society for Simula@on in Healthcare (SSH) •  Chair – Website Commi[ee •  Co-‐Chair – Serious Games and Virtual Environments Special Interest Group Springer – contract for forthcoming book on Game-‐Based learning and Clinical Educa@on Adjunct Faculty – CAE Healthcare Relevant Stock – CAE, Zynga, Pfizer, GE . . . . . . . . . . . ©Bauman 2012 Rights Reserved

Objec@ves Par@cipants will recognize the poten@al for student engagement by integra@ng game-‐ based learning into today’s digital and media rich educa@onal environments. Par@cipants will iden@fy the importance of objec@ve iden@ﬁca@on and “ﬁt” when using digital and game-‐based learning pedagogy. Par@cipants will examine contemporary theory for game-‐based and virtual learning environments. Par@cipants will be able to include game-‐based learning in their own professional environments. Par@cipants will experience Game-‐Based Learning. . . . . . . . . . . . ©Bauman 2012 Rights Reserved

Icebreaker . . . . . . . . . . . ©Bauman 2012 Rights Reserved

What are we going to Explore & Talk about Components of Game-‐Based Learning Developing a game versus repurposing High Tech versus Low Tech – Spectrum of possibili@es Integra@ng Game-‐Based Learning – Return on Investment (ROI) . . . . . . . . . . . ©Bauman 2012 Rights Reserved

Wait, Wait, Wait Hold on a minute… What sort of games is this guy talking about? h[p://nintendo.wikia.com . . . . . . . . . . . ©Bauman 2012 Rights Reserved

OK… A bit of Background Rela@onship between Learning and Play Rela@onship between Simula@on and Game-‐Based Learning h[p://nintendo.wikia.com h[p://www.thehealingblade.com . . . . . . . . . . . ©Bauman 2012 Rights Reserved

Instruc@onal or Serious Games, and Simula@on •  Tradi@onal Perspec@ve on Games –  Goal Oriented –  Rule Based –  Sense of Consequence •  Rewards or otherwise •  Tradi@onal Perspec@ve on Simula@on –  Imita@on of something real –  Representa@on of key design elements or variables of a system or process . . . . . . . . . . . ©Bauman 2012 Rights Reserved

Review of historical pedagogy suppor@ng simula@on-‐ & now game-‐based learning for clinical educa@on Note the term clinical educa5on is being used very broadly here •  Experien@al Learning –  Kolb’s Learning Cycle –  Benner: Thinking-‐in-‐ac@on –  Schön : Thinking-‐on-‐ac@on While these theories predate modern Simula@on and Game-‐Based Learning, they do share the common and useful theme of experien@al learning ©Bauman 2011 Rights Reserved

Kolb’s Learning Cycle ©Bauman 2012 Rights Reserved

Schön: Thinking-on/in-action ©Bauman 2012 Rights Reserved In Schön’s theory the professional engages in a dialog with a problema@c situa@on or experience and listens to back-‐talk, a form of self generated feedback that helps guide and inform decision-‐ making •  Thinking-‐on-‐ac@on •  Thinking-‐in-‐ac@on

Benner: Thinking-in-action ©Bauman 2012 Rights Reserved Argues that thinking-‐in-‐ac5on, the use of previous experiences to reﬂect on during real world prac@ce, diﬀeren@ates the quality of the decisions made by novices and experts

Contemporary Perspec@ve on Games and Simula@on Higher Order Simula/on Higher order simula@on includes and integrates behavioral components of learning based on situated cogni5on into designed experiences exis@ng within created spaces, whether those spaces exist in a ﬁxed or virtual environment ©Bauman 2012 Rights Reserved

Contemporary Perspec@ve on Games and Simula@on Ludology A rela@vely new term that relates to the study of games and other forms of play… Badges Interac@vity Narra@ve Engagement Leader Board High Scores System of Rewards Consequence ©Bauman 2012 Rights Reserved Does higher order simula@on cons@tute Ludology?

Games + Simula@on •  Goal Oriented •  Rule Based •  Sense of Consequence •  Imita@on of something real (Authen@city) •  Accurate representa@on of system(s) and related processes . . . . . . . . . . . ©Bauman 2011 Rights Reserved

Ludology “We are entering the Ludic Century… … we will use games to shape the future of educa@on” Eric Zimmerman, NYU Games Center 6/15/2011 at GLS7 www.ericzimmerman.com/ h[p://gamecenter.nyu.edu/tag/eric-‐zimmerman ©Bauman 2012 Rights Reserved

Gamifica@on "the use of game design elements in non-‐game contexts” Fitz-‐Walker, 2012 “To some, gamifica@on is the Next Great Hope for deep user engagement” Ma[hew Jensen, 2012 Makes content more engaging Encourages users to engage in desired behaviors Illustrates a path to mastery & autonomy Provide incen@ve to complete chores or tasks otherwise seen as boring Data from “gamified” applica@ons can be leveraged for CQI Projects, Curricula & ROI Evalua@on h[p://en.wikipedia.org/wiki/Gamifica@on While much of the current discussion over the last two-‐years focuses on technology and gamifica@on, the concept is valid in any curricular context ©Bauman 2012 Rights Reserved

Gamiﬁca@on While much of the current discussion over the last two-‐years focuses on technology and gamiﬁca@on, the concept is valid in any curricular context ©Bauman 2012 Rights Reserved

Gamifica@on Faculty, teachers, and training staff have to open their minds to find crea@ve ways to engage contemporary learners and con5nuing educa5on learners who are disengaged out of a sense of repe@@ve or boring curriculum How many healthcare clinicians are in the audience? How many @mes have you taken a CPR or ACLS Course in your career? How about HIPAA Training? ©Bauman 2012 Rights Reserved

Metagaming It is the use of out-‐of-‐game [out of curriculum] informa@on or resources to aﬀect ones in-‐game [prac@ce] decisions… Transcends a prescribed rule set …uses external factors to aﬀect the game [prac@ce], or goes beyond the supposed limits of the game [prac@ce] environment h[p://en.wikipedia.org/wiki/Metagaming ©Bauman 2012 Rights Reserved

Ludic Pedagogy The manner through which games teach [learners] players to play [Learn]… h[p://etd.lsu.edu/docs/available/etd-‐11092011-‐154402/unrestricted/jbroussard_disserta@on.pdf The ac@vity of play, par@cularly when engaging a new game always represents a learning process ©Bauman 2012 Rights Reserved

Food for Thought? ©Bauman 2012 Rights Reserved …What is the rela@onship between Higher Order Simula@on and Ludology… …let’s think about how games are related to simula@on… …and how they can be leveraged for clinical educa@on and inter-‐professional collabora@on in ways that prepare students for simula@on-‐based learning…. …and later actual clinical prac@ce

Contemporary Perspec@ve on Games and Simula@on •  Created Environment •  Designed Experience •  Socially Situated Cogni/on •  Ecology of Culturally Competent Design

Contemporary Perspec@ve on Games and Simula@on ©Bauman 2012 Rights Reserved Created Environment An environment that has been specifically engineered to accurately replicate an actual exis@ng space, producing sufficient authen@city and fidelity to allow for the suspension of disbelief. Simulated environments, whether fixed in the case of mannikin-‐based simula@on laboratories resembling elaborate theatrical sets, or exis@ng in virtual reality, as in a game-‐based environments are created environments. -‐ Bauman 2007 -‐

Contemporary Perspec@ve on Games and Simula@on ©Bauman 2012 Rights Reserved Designed Experience A designed experience is engineered to include structured ac@vi@es targeted to facilitate interac@ons that drive an@cipated experiences. These ac@vi@es are created to embody par@cipant experience as performance. Many theme parks are based in part on the theory of designed experience. -‐ Squire, 2006 -‐

Contemporary Perspec@ve on Games and Simula@on ©Bauman 2012 Rights Reserved Socially Situated Cogni/on Refers to learning theory that is situated within a material, social, and cultural world. Learning that is situated takes place in contextually speciﬁc and authen@c environments with a host of values and expecta@ons -‐ Gee,1991,1993 -‐

Contemporary Perspec@ve on Games and Simula@on ©Bauman 2012 Rights Reserved Ecology of Culturally Competent Design Addresses the rigors and challenges of accurately situa@ng culture within virtual environments using a four-‐element model that emphasizes the importance of ac5vi5es, contexts, narra5ves, and characters.-‐ Bauman & Games 2010; Games & Bauman, 2011 -‐

Who Cares… and why does any of this ma[er? ©Bauman 2012 Rights Reserved Because the best and brightest learners become: Our next genera@on of scholars Well trained and excep@onally educated people [clinicians, teachers, administrator, etc..] are a major part of the solu@on to the healthcare & educa@on crises that we face locally, na@onally, and interna@onally

Engagement… Why is Game-‐Based Learning Important ©Bauman 2012 Rights Reserved

M. Presky, 2001 Digital Na/ves People who were born with (contemporary) digital technologies already in existence. Digital Immigrants Those who were born prior to (contemporary) digital technologies and migrated into the digital realm adop@ng the technology later in life. ©Bauman 2011 Rights Reserved

Advantages to Game-‐Based Learning •  Diﬀerent way engaging learners •  A[ends to challenges of @me and distance inherent to distribu@ve educa@on •  A[ends to aspects of accultura@on not always available in the tradi@onal learning environment •  There is evidence to support videogame playing and some types of procedural training . . . . . . . . . . . ©Bauman 2012 Rights Reserved

About Today’s Students •  Today’s students/learners have a degree of technical and digital literacy that generally far exceed that of their instructors •  They have a host of expecta@ons in how informa@on dissemina@on, presenta@on, and transfer will take place •  Those ins@tu@ons that fail to address these expecta@ons will fail to a[ract and retain the best and brightest students . . . . . . . . . . . ©Bauman 2011 Rights Reserved

Transla@onal Eﬀect Serious Games [ludic pedagogy] leverage created environments so that learning takes place as performance though carefully designed experiences that o|en use a contextually situated narra5ve to promote curriculum objec@ves ©Bauman 2012 Rights Reserved

Transla@onal Effect ©Bauman 2012 Rights Reserved If you find be[er ways to engage today’s students that address expecta@ons of professional prac@ce that authen@cally address context, performance, accultura@on, and clinical expecta@ons you will effect the prac@ce of future clinicians Be[er Prepara@on = Be[er Prac@ce = Be[er Pa@ent Outcome

Transla@onal Eﬀect ©Bauman 2012 Rights Reserved Be[er Prepara@on = Prac@ce Prac@ce = Be[er Pa@ent Outcome

Good Fit ©Bauman 2012 Rights Reserved •  Using technology for the sake of technology o|en leaves students confused and faculty frustrated •  Understand that all forms of technology have their limita@ons •  Play down the “coolness” and “be-‐all… end all” factor with students. R. Kyle

Fit and the role of Orienta@on ©Bauman 2012 Rights Reserved Students must be oriented to all learning environments whether they are in actual or real-‐world pa@ent care se~ngs, the simula@on laboratory, or spaces occupying virtual spaces in on-‐line or game-‐based environments

More On Good Fit… •  O|en using virtual environments whether online or found in ﬁxed gaming environments are best leveraged for lessons that center on behavioral or decision aspects of prac@ce and some forms of targeted psychomotor training… –  Accultura@on –  Decision Making –  Team Training –  Workload/Time Management –  Procedural Demonstra@on . . . . . . . . . . . ©Bauman 2012 Rights Reserved

Rela@onship between Objec@ves & Fit Remember Objec/ves First …. Everything else follows, including: Technology In other words how can technology help you meet your curriculum objec/ves!!!!!!! . . . . . . . . . . . ©Bauman 2012 Rights Reserved

Importance of debrieﬁng when engaging a Game-‐Based learning ac@vity Plus (+) Delta ( ) +Things that went Things you mightwell want to change ©Bauman 2012 Rights Reserved

Evalua@on New Curricula and the Technology suppor@ng it should be evaluated for its poten@al ﬁt within an exis@ng curriculum Integra@ng technology and teaching techniques that include Simula@on & Game-‐Based Learning into your curriculum represents a change in your curriculum and must be evaluated ©Bauman 2012 Rights Reserved

Research: Suppor@ng Educa@on… ©Bauman 2012 Rights Reserved •  Using new technology for the sake of technology results in frustrated and disenfranchised teachers and learners! •  Does your use of simula@on and game-‐based learning support your curricular objec@ves? •  Can you demonstrate a new curriculum or a curriculum that now integrates simula@on and game-‐ based learning into it is as, or more eﬀec@ve than standard prac@ce?

Research: Best Prac@ces & Contribu@on… ©Bauman 2012 Rights Reserved •  The concept of Best Prac@ce applies to educa@onal processes as well as pa@ent interven@ons and outcomes! •  Inves@ga@on defines Best Prac@ce? •  Defining Best Prac@ce is fluid? –  Best Prac@ce is defined by current knowledge. The knowledge base of any discipline, par@cularly in the health and biological sciences is rapidly evolving and changing.

OK I’m Sold… How do I get started? Students and Faculty need to be prepared for game-‐based learning •  Pick your objec@ves first… then look for a game that is going to support those objec@ves –  Introducing the students to each other (Icebreakers) – Geography Game –  Teamwork – Helium S@ck –  Informa@on Processing and Discrimina@on – The Nail Game –  Informa@on Processing and Team Work – The Monkey and the Mar@ni –  Magic Numbers – Problem Solving •  Just like Simula@on – Debriefing is essen@al to maximize the poten@al for experien@al learning. –  Kolb’s Learning Cycle –  Benner: Thinking-‐in-‐ac@on –  Schön : Thinking-‐on-‐ac@on •  While games are fun… with learners, par@cularly adult learners incorpora@ng games into your curriculum should make sense –  They should be situated –  They should not be senseless filler –  They should be well rehearsed ©Bauman 2012 Rights Reserved

“Helium S@ck” Experience a game-‐based learning ac@vity

“Nail Game” •  The object of the game is to balance all of the nails on the head of a single nail. •  All of the nails have to be balanced at the same @me and cannot touch anything but the top of the nail that is stuck in the base. Are you up to the challenge?

Monkey and the Mar@ni •  This game focuses on Core Processes •  Oh Yeah… We make up the rules as we go along!

What sorts of Games & Environments are out there… ©Bauman 2012 Rights Reserved MMOG’s – Massively Mul@-‐player online Games [Repurposing Commercial Games and exis@ng mul@-‐media] Starcra| II – 4.5 Million Copies, 14 Languages, 5 Con@nents World of WarCra| Quest Atlan@s (K12 Audience) 50K Children, 6 Con@nents Second Life (+/-‐) These environments provide online virtual worlds that can promote many of the objec@ves we ﬁnd valuable to clinical disciplines Teamwork Cri@cal Thinking Problem Solving Pa[ern Recogni@on

The Healing Blade Developed by two physician/gamers, Francis Kong and Arun Mathews, Healing Blade plunges the player into a world of sorcery and creatures, where real-‐world knowledge of infec@ous diseases and therapeu@cs play a pivotal role in the winning strategy. www.thehealingblade.com h[p://www.youtube.com/watch?v=Jqr-‐fs4-‐Gxc&feature=player_embedded

Virtual Forensics Lab @ Boston College h[p://idesweb.bc.edu/forensicslab/

CliniSpace h[p://www.youtube.com/watch?v=WlX_Gyo1QKg h[p://clinispace.com/ h[p://vimeo.com/17279986

Hypercosm: Handwash Havok h[p://www.hypercosm.com/medical.html/

Hypercosm: Virtual Arm

Hypercosm: Intuba@on

Exercise At your table brain storm how you might use Game-‐based learning meet a training or curriculum objec@ve – How do you envision your idea engaging learners – Why would it be transla@onal… change or improve prac@ce . . . . . . . . . . . ©Bauman 2012 Rights Reserved

Recap •  Explored the poten@al for learner engagement when using game-‐based learning methods and strategies •  We discussed the importance of addressing “Fit” when using digital and game-‐based pedagogy •  Contemporary theory for game-‐based and virtual learning environments were introduced and discussed •  Strategies for introducing game-‐based learning into professional and educa@onal environments was explored •  Game-‐Based learning was discussed, demonstrated, and experienced . . . . . . . . . . . ©Bauman 2011 Rights Reserved

Contact Informa@on Eric B. Bauman, PhD ebauman@clinicalplayground.com www.clinicalplayground.com h[p://www.linkedin.com/in/ericbbauman h[p://www.slideshare.net/ebauman Clinical Playground LLC @bauman1967

Selected References ©Bauman 2012 Rights Reserved Bauman, E. (2007). High fidelity simula@on in healthcare. Ph.D. disserta@on, The University of Wisconsin-‐Madison, United States. Disserta@ons & Thesis @ CIC Ins@tu@ons database. (Publica@on no. AAT 3294196) Bauman, E. (2010). Virtual reality and game-‐based clinical educa@on. In Gaberson, K.B., & Oermann, M.H. (Eds) Clinical teaching strategies in nursing educa5on (3rd ed).New York, Springer Publishing Company. Bauman, E.B. and Games, I.A. (2011). Contemporary theory for immersive worlds: Addressing engagement, culture, and diversity. In Cheney, A. and Sanders, R. (Eds) Teaching and Learning in 3D Immersive Worlds: Pedagogical models and construc5vist approaches. IGI Global. Bauman, E. B. (2012). Game-‐based Teaching and Simula5on in Nursing & Healthcare. New York, NY: Springer Publishing Company. Benner, P. (1984). From novice to expert: Excellence and power in clinical nursing prac5ce. Menlo Park, CA: Addison-‐Wesley. Benner, P., Tanner, C., & Chesla, C. (2009). Exper5se in nursing: Caring, clinical judgment, and ethics. New York: Springer Publishing Company Broussard., J (2012). Making the MMOst of Your Online Class. Teaching and Curriculum Dialog. Culhane-‐Pera, K.A., Reif, C., Egli, E., Baker, N.J., and Kassekert (1997). A curriculum for mul@cultural educa@on in family medicine. Family Medicine, 29(10), 719-‐723. Fitz-‐Walter, Z. (2012). h[p://gamasutra.com/blogs/ZacharyFitzWalter/20120426/169287/Gamifica@on_Thoughts_on_defini@on_and_design.php Games, I. and Bauman, E. (2011) Virtual worlds: An environment for cultural sensi@vity educa@on in the health sciences. Interna5onal Journal of Web Based Communi5es 7(2). Gee, J.P. (2003) What Videogames Have to Teach Us About Learning and Literacy. New York, NY: Palgrave-‐McMillan. Jenson, M. (2012). Engaging the learner: Gamifica@on strives to keep the user’s interest. T &D, January, 2012, 41-‐44. Kolb, D. (1984). Experien@al learning: Experience as the source of learning and development. Upper Saddle River, NJ: Pren@ce Hall. Larew, C., Lessans, S., Spunt, D., Foster, D., & Covington, B. (2006). Innova@ons in clinical simula@on: Applica@on of Benners theory in an interac@ve pa@ents care simula@on. Nursing Educa5on Perspec5ves, 27(1), 16-‐21. Prensky, M. (2001). Digital na@ves, digital immegrants, part 1. On the Horizon 9(5). Popkewitz, T. (2007). Cosmopoli@anism and the age of school reform: science, educa@on and making a society by making the child. Routledge. Taekman J.M., Segall N., Hobbs G., and Wright, M.C. (2007). 3DiTeams: Healthcare team training in a virtual environment. Anesthesiology. 2007: 107: A2145. Schön, D. A. (1983). The reflec5ve prac55oner: How professionals think in ac5on. New York: Basic Books. Skiba, D. J. (2009). Nursing educa@on 2.0: A second look at Second Life. Nursing Educa5on Perspec5ves, 30, 129-‐131. Squire, K. (2006). From content to context: Videogames as designed experience. Educa@onal Researcher. 35(8), 19-‐29. Squire, K., Giovane[o, L., DeVane, B,. & Durga, S. (2005). From users to designers: Building a self-‐organizing game-‐based learning environment. Technology Trends, 49(5), 34-‐42. Taekman J.M., Segall N., Hobbs G., and Wright, M.C. (2007). 3DiTeams: Healthcare team training in a virtual environment. Anesthesiology. 2007: 107: A2145. Tervalon, M. and Murray-‐Garcia, J. (1998). Cultural humility versus cultural competence: A cri@cal dis@nc@on in defining physician training outcomes in mul@cultural educa@on. Journal of Health Care for the Poor and Underserved, 9(2), 117-‐125. Turkle, S. (1995) Life on the screen. Iden5ty in the age of the Internet. New York: Touchstone.

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Game-Based Learning: A workshop to inform educators and engage contemporary learners

by Eric Bauman

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Game-Based Learning: A workshop to inform educators and engage contemporary learners Presentation Transcript