Game-Based Learning: Why it works for IPE

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This presentation was given by Drs. Katie White and Eric B. Bauman at IMSH 2014 and provides an overview of why game-based learning works well for inter-professional education focusing on the clinical health sciences.

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Game-Based Learning: Why it works for IPE

  1. 1.                                        IMSH  2014  –  San  Francisco,  CA                                                                  Ka$e  White,  MD  &  Eric  B.  Bauman,  PhD,  RN   Game-­‐Based  Learning:   Why  it  works  for  IPE   .  .  .  .  .  .  .  .  .  .   ©K.  White  &  E.  B.  Bauman  2014   1 of 20
  2. 2. Disclosures  &  Affilia$ons Ka$e  White,  MD   –  Clinical  Assistant  Professor   –  General  Internal  Medicine   –  University  of  Iowa     •  Carver  College  of  Medicine   •  Iowa  City  VA  Medical  Center   –  Member  -­‐  Clinical  Playground     Any  and  all  discussion  and  content  represents  the  views  and  scholarship  of  the  presenters  and  does  not   proclaim  to  and  may  not  represent  the  views  of  any  employer  or  affilia$ons  named  in  these  disclosures   2 of 20
  3. 3. Disclosures  &  Affilia$ons   Eric  B.  Bauman,  PhD,  RN,  Paramedic   –  Fellow:  University  of  Wisconsin  School  of   Educa$on  -­‐    Games+Learning+  Society  (GLS)   –  Assistant  Dean:  Ins$tute  for  Research  and   Clinical  Strategy  –  DeVry  Educa$on  Group   –  Associate  Director:  Center  for  Excellence  in   Simula$on  Educa$on  -­‐  DeVry  Educa$on  Group   –  Division  Chief,  EMS  –  Blooming  Grove  Fire  Dept.   –  Managing  Member  –  Clinical  Playground,  LLC   –  Managing  Member  –  Forensic  Analy$cs,  LLC     –  Springer  Publishing  –  Author     –  Relevant  Stock  –  CAE,  Zynga,  GE,  Pfizer   –  Society  for  Simula$on  in  Healthcare  (SSH)    Serious  Games  &  VE  SIG  Co-­‐Chair   –  Interna$onal  Nursing  Associa$on  for  Clinical   Simula$on  and  Learning  (INACSL)   Any  and  all  discussion  and  content  represents  the  views  and  scholarship  of  the  presenters  and  does  not   proclaim  to  and  may  not  represent  the  views  of  any  employer  or  affilia$ons  named  in  these  disclosures   3 of 20
  4. 4. Objec$ves   •  Introduce  and  define  terms  relevant  to  game   and  applica$on-­‐based  educa$on   •  Introduce  pedagogy  that  supports  game  and   applica$on-­‐based  learning   •  Why  Games  and  IPE?   4 of 20
  5. 5. Games  versus  Simula$on   ©K.  White  &  E.  B.  Bauman  2014   •  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$on  of  key  design  elements  or  variables  of  a  system  or   process   5 of 20
  6. 6. Games  AND  Simula$on   ©K.  White  &  E.  B.  Bauman  2014   •  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$on  of  key  design  elements  or  variables  of  a  system  or   process   Who  cares  as  long  as  the  pedagogy  and  technology  we  are  leveraging   reinforces  curriculum  objec$ves  and  drives  desired  outcome?   6 of 20
  7. 7. Terminology   •  •  •  •  •  •  Gamifica$on   Metagaming   Mini-­‐games   Virtual  Worlds  [Environments]   Avatar  or  Player  Character   Non-­‐player  Character   7 of 20
  8. 8. Gamifica$on   “The  use  of  game  design  elements  in  non-­‐game  contexts”                                Fitz-­‐Walker,  2012             “To  some,  gamifica$on  is  the  Next  Great  Hope  for  deep  user   engagement”                                          Mahhew  Jensen,  2012   8 of 20
  9. 9. Metagaming   The  use  of  out-­‐of-­‐game  [out  of  curriculum]  informa$on  or   resources  to  affect  one's  in-­‐game  [prac$ce]  decisions…   Allows  for  and  rewards  players/learners  for  success  even  if   they  have  not  followed  the  expected  or  prescribed  rules   ©K.  White  &  E.  B.  Bauman  2014   9 of 20
  10. 10. Mini-­‐Games   Games  found  within  games:   •  Inform  Players  with  Just-­‐in-­‐$me  informa$on   •  Support  in-­‐game  processes   •  Drives  engagement   •  Provides  in-­‐game  tutorials   ©K.  White  &  E.  B.  Bauman  2014   10 of 20
  11. 11. Virtual  environments   A  simulated  environment  that  can  simulate  physical   presence  in  places  in  the  real  world  or  imagined  worlds.   Wilipedia    ©K.  White  &  E.  B.  Bauman  2014   11 of 20
  12. 12. Avatars  and  non-­‐player  characters   Avatars  -­‐  the  graphical  representa$on  of  the  user  or  the   user’s  alter  ego  or  character   Non-­‐player  character  –  any  character  not  controlled  by  a   player   Source:  Wikipedia.        ©K.  White  &  E.  B.  Bauman  2014   12 of 20
  13. 13. Pedagogy   In  general,  many  of  the  theories  that  support  simula$on  and   game-­‐based  learning  have  their  roots  in  Experien/al  Learning   Kolb   ©K.  White  &  E.  B.  Bauman  2014   13 of 20
  14. 14. Game-­‐Based  Learning:  Reward  &   Mo$va$on   Intrinsic     Extrinsic     Reward  comes  from  Mastery   Tangible  Reward   Goals  are  clear,  meaningful  and  situated   Goals  assigned   Progress  is  intui$ve,  apparent  and   immediate  [real-­‐$me  or  just-­‐in-­‐$me]   Progress  is  determined  or  assigned   outside  of  the  current  ac$vity   Endorses  or  reinforces  behavior  you  are   already  commihed  to  or  hope  to  engage   in  the  future  –  Represents  Player  Agency   If  you  complete  this  task  you  will  be  given   access  to  another  task  –  Hierarchical   Direc$on   Autonomous     Ac$ve  Learning   Crea$ve   Deep  Meaning   Directed   Shallow   Compliance   Outcome  Driven   ©Bauman  2013  All  Rights  Reserved   14 of 20
  15. 15. Game-­‐Based  Learning:  Reward  &   Mo$va$on   Intrinsic     Extrinsic     Reward  comes  from  Mastery   Tangible  Reward   Goals  are  clear,  meaningful  and  situated   Goals  assigned   Progress  is  intui$ve,  apparent  and   immediate  [real-­‐$me  or  just-­‐in-­‐$me]   Progress  is  determined  or  assigned   outside  of  the  current  ac$vity   Endorses  or  reinforces  behavior  you  are   already  commihed  to  or  hope  to  engage   in  the  future  –  Represents  Player  Agency   If  you  complete  this  task  you  will  be  given   access  to  another  task  –  Hierarchical   Direc$on   Autonomous     Ac$ve  Learning   Crea$ve   Deep  Meaning   Directed   Shallow   Compliance   Outcome  Driven   ©Bauman  2013  All  Rights  Reserved   15 of 20
  16. 16. Engagement  through  Mechanics   hhp://mashable.com/2010/07/13/game-­‐mechanics-­‐business/   16 of 20
  17. 17. Why  Games  &  IPE   17 of 20
  18. 18. Why  Games  &  IPE   18 of 20
  19. 19. Why  Games  &  IPE   19 of 20
  20. 20. Don’t  be  afraid  to  be  a  gamer!   20 of 20

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