2. SCENARIO
Nurses and Carers have to cope with a high level of stress in their
working shifts.
They are trained on the medical side and in procedures, but some
support to deal with “challenging behaviour” is needed.
3. OBJECTIVE
Creating a game that…
▪ Reduces tutorial effort
▪ Enhances learners capability to self-regulate learning
▪ Connects the virtual and the real experience
▪ Makes learners / players reflect on experience
▪ Connects previous and future experience (backwards and forward
reflection)
▪ Motivates learners and engages them
4. CHARACTERISTICS
This game should…
▪ Display a 3D graphics
▪ Be immersive
▪ Be simple to play
▪ Vary the form of the interactivity
▪ Show a high level of fidelity in the look and feel
▪ Incorporate a virtual tutor
▪ Allow to revise the learning experience and reflect on it
5. THEORETICAL FRAMEWORK
▪ The Virtual Tutor is based on Vygotsky’s social learning theory
that emphasizes the essential nature of social dimensions to
learning.
▪ The importance of peer learning was stressed in the development
of the Zone of Proximal Development (ZDP) defined as ‘the
distance between the actual development level as determined by
independent problem solving and the level of potential
development as determined through problem solving under adult
guidance or in collaboration with more capable peers’
▪ The Zone is not some clear-cut space that exists independently of
the process of joint activity itself but it is created in the course of
collaboration.
(Vygotsky, 1978)
6. THE VIRTUAL TUTOR
▪ acts as co-learner able to support learners’ knowledge construction;
▪ provides a cognitive model of competent performance;
▪ has no position of authority with respect to the learner, because this
create a trusting relationship that might facilitate self-disclosure of
ignorance and misconception;
▪ monitors learner performance;
▪ diagnoses, corrects and manages misconceptions and errors;
▪ adds to and extends learners’ current capabilities;
▪ modifies learners’ current capabilities;
▪ rebuilds new understanding when learners have a misconception.
12. FORMATIVE EVALUATION
‘This would have been ‘The Virtual Tutor is a ‘Mini games are really
really helpful when we good support inside fun and teach me
first started’. the game’. something that seems
to be really important’.
‘It’s really helpful’. ‘I was really immersed ‘Tutor really helps me
inside the game’. during the game’.
‘Mrs Violet looks exactly ‘The game is really ‘The tutor’s feedback, the
like Mrs XX and she says innovative, I like the scores and the learning
exactly those sorts of way patients are diary help me to reflect
things!’. distributed inside the about my game
environment, the experience’.
challenges I have to
address and the mini
games’.
13.
14. THE MIRROR PROJECT
@MirrorIP
www.mirror-project.eu
LinkedIn: MIRROR – reflective learning at work
15. Thank you for
your attention!
Lucia Pannese
CEO, imaginary srl Mob. +39 338 8785839
Innovation Network Politecnico di lucia.pannese@i-maginary.it
Milano Skype: lueolli
@lpannese
Via Mauro Macchi, 50 - 20124 Milan
Phone +39 02 89458.576 www.i-maginary.it
