The document outlines the potential of game-based learning in education, emphasizing its integration into digital and media-rich environments to engage contemporary learners. It introduces concepts like ludology, gamification, and the importance of designing experiences that promote effective learning and retention. Participants are encouraged to explore and apply game-based learning techniques in their professional settings to enhance student engagement and educational outcomes.

1. 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

2. 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

3. 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

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

5. 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

6. 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

7. 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

8. 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

9. 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

10. Kolb’s
Learning
Cycle
©Bauman
2012
Rights
Reserved

11. 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

12. 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

13. 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

14. 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?

15. 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

16. 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

17. 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

18. 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

19. 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

20. Metagaming
It
is
the
use
of
out-­‐of-­‐game
[out
of
curriculum]
informa@on
or
resources
to
affect
one's
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

21. 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

22. 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

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

24. 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
-­‐

25. 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
-­‐

26. 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
-­‐

27. 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
-­‐

28. 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

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

30. 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

31. 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

32. 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

33. 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

34. 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

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

36. 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

37. 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

38. 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

39. 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

40. 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

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

42. 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

43. 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?

44. 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.

45. 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

46. Give
your
students
permission
to
have
fun!
©Bauman
2012
Rights
Reserved
Let’s
Play!
h[p://www.cutestpaw.com/images/lets-­‐play-­‐some-­‐games/

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

48. “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?

49. Let’s
add
a
new
word
to
the
mix…
©Bauman
2012
Rights
Reserved
Coope//on
h[p://www.cutestpaw.com/images/lets-­‐play-­‐some-­‐games/

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

51. Blinded
Leader
©Bauman
2012
Rights
Reserved
Simple
low-­‐tech
game
promotes
success
in
a
game
with
higher
perceived
stakes

52. 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

53. Exis@ng
Media
©Bauman
2012
Rights
Reserved
h[p://www.youtube.com/watch?v=pTv4yD6BKlA

54. h[p://healthcaregames.wisc.edu/
©Bauman
2012
Rights
Reserved

55. 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

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

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

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

59. Hypercosm:
Virtual
Arm

60. Hypercosm:
Intuba@on

61. 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

62. 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

63. Ques@ons?
©Bauman
2012
Rights
Reserved
R.
Kyle

64. 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

65. Selected
References
©Bauman
2012
Rights
Reserved
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